the national education for all 2015 review report...

Cambodia

Education for All 2015 National Review

This report was prepared by the relevant national authorities in view of the World Education Forum (Incheon, Republic of Korea, 19‐22 May 2015). It was submitted in response to UNESCO’s invitation to its Member States to assess progress made since 2000 towards achieving Education for All (EFA). The views and opinions expressed in this document are those of the authors and do not commit UNESCO. The designations employed and the presentation of material do not imply the expression of any opinion whatsoever on the part of UNESCO concerning the legal status of any country, territory, city or area or of its authorities, or concerning the delimitation of its frontiers or boundaries. The paper can be cited with the following reference: “Education for All 2015 National Review Report: Cambodia”. For further information, please contact: [email protected]

mailto:[email protected]

KINGDOM OF CAMBODIA Nation Religion King

Royal Government of Cambodia

National Education For All Committee

The National Education For All 2015 Review Report

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Preface

Ten years ago, governments of 164 countries together with all development partners jointly committed to expanding educational opportunities for all children, youth and adult by 2015.

Participants at the World Education Forum in Dakar, Senegal, endorsed a broad and comprehensive educational vision mainly focusing on human rights, affirming the importance of learning of all ages and emphasizing the special needs of the poorest, the most vulnerable and the most disadvantaged groups in the society.

Comprehensive education reform in Cambodia began in 2000. Many children have access to education, especially children of poor families and girls. The Royal Government and development partners have paid attention on supporting basic education for 9 years. Early childhood education has also been recognized as the foundation for general education and prioritized.

The Royal Government of Cambodia, under the wise leadership of Samdech Akka Moha Sena Padei Techo HUN SEN, Prime Minister of the Kingdom of Cambodia, has been internationally recognized for its firm commitment to education, it sounds sector policy and the remarkable improvement achieved in expending access from the preschool to higher education.

This education effort led to Cambodia being awarded two grants from the Global Partnership for Education Fund. The first grant was an amount of 57.4 million US dollars in 2008 and the second grant was an amount of 38.5 million US dollars in 2014. It has also received assistance from other development partners to continue developing education in response to the increased need for education.

Preparation of the National Education For All 2015 Reviews Report gave Cambodia an opportunity to understand more clearly the priorities for further implementation, and the means of comparing its educational situation with that of other countries in the region and around the world. Furthermore, this review enabled development partners and other stakeholders to reflect on their previous performance and the use of their aids cooperative financing in order to achieve Education For All by 2015 and also to think about the post-2015 period.

Phnom Penh, ……………………, 2014 Minister

Ministry of Education, Youth and Sport

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Contents

Table of Contents Page

Preface ................................................................................................................................................ i Contents ............................................................................................................................................. ii 1. Introduction ................................................................................................................................. 1

1.1 Development context and priority for the country .................................................................. 1 1.2 The context of education development and challenges…........................................................1 1.3 Major policies, strategies and interventions for education and learning ................................. 2 1.4 The relevance of Education for All within the country context .............................................. 2

2. Tracking progress........................................................................................................................ 3 2.1 Early Childhood Care and Development ............................................................................ 3 2.2 Universallization of Primary Education .............................................................................. 8

2.2.1 Gross Admission Rate ...................................................................................................... 9 2.2.2 Net Admission Rate .......................................................................................................... 9 2.2.3 Gross Enrollment Rate ................................................................................................... 10 2.2.4 Net Enrollment Rate ....................................................................................................... 11 2.2.5 Repetition Rate by Grade .............................................................................................. 11 2.2.6 Dropout Rate by Grade ................................................................................................... 11 2.2.7 Completion Rate ............................................................................................................. 11 2.2.8 Number of Teachers by Level of Academic Qualification and National Standard ........ 12 2.2.9 Percentage of Primary School Teachers ......................................................................... 12 2.2.10 Percentage of Trained Teachers .................................................................................. 13 2.2.11 Pupil Teacher Ratio ..................................................................................................... 13 2.2.12 Percentage of Primary Education Program Budget Compared to the MoEYS Program Budget ............................................................................................................ 14 2.2.13 Percentage of Complete Schools .................................................................................. 14

2.3 Learning and Life Skills for Youths and Adults ............................................................... 16 2.3.1 Progress .......................................................................................................................... 16 2.3.2 Transitiona rate from primary to lower secondary education ......................................... 16 2.3.3 Transitional rate from lower secondary to upper secondary education .......................... 17 2.3.4 Outcome of life skill education in CLC for youth and adult .......................................... 17 2.3.5 Statistics of Students who completed courses at The Institutions of Technical Education and Vocational Training.…...…………...…………………………………..19

2.4 Adult Literacy ...................................................................................................................... 20 2.4.1 Functional Literacy ......................................................................................................... 21 2.4.2 Outcomes of Adult Literacy Program ............................................................................ 21 2.4.3 Percentage of Students Completed Literacy Programs .................................................. 22 2.4.4 Student-Class Ratio in Literacy Program ....................................................................... 22 2.4.5 Outcomes of the Use of Libraries in Post-Literacy Program ......................................... 23 2.4.6 Continuing Education ..................................................................................................... 24 2.4.7 Complementary education programme .......................................................................... 24

2.5 Gender Parity and Equality ............................................................................................... 25 2.5.1 Preschool Enrollment .................................................................................................... 25 2.5.2 Primary School Enrollment ............................................................................................ 25 2.5.3 Secondary school Enrollment ........................................................................................ 28 2.5.4 Literacy Program ............................................................................................................ 32 2.5.5 Teachers ......................................................................................................................... 33 2.5.6 Higher Education……………………………………………………………………….37 2.5.7 Program Budget for Gender Work ……….…………………………………………….37

2.6 Quality of Education ........................................................................................................... 38 2.6.1 Number of Pre-school Teachers by Academic Qualification and Gender ..................... 38 2.6.2 Percentage of Pre-school Teachers and Female Teacher by Academic Qualification ... 39 2.6.3 Number of Primary Teachers by Academic Qualification and Gender .......................... 40 2.6.4 Percentage of Primary School Teachers and Female Teacher by Academic Qualification ................................................................................................................... 40

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2.6.5 Number of Secondary School Teachers by Academic Qualification and Gender .......... 41 2.6.6 Percentage of Secondary School Teachers and Female Teacher by Academic Qualification .................................................................................................. 42 2.6.7 Percentage of Trained Teachers by Education Level .................................................... 43 2.6.8 Pupil Teacher Ratio by Education Level ........................................................................ 43 2.6.9 Pupil Class Ratio by Education Level ........................................................................... 43 2.6.10 Textbook Pupil Ratio in Primary School ...................................................................... 44 2.6.11 Percentage of Schools with Drinking Water by Education Level ............................... 44 2.6.12 Percentage of Schools with Toilets by Education Level ............................................. 44 2.6.13 Percentage of Education Budget Expenditure Against National Budget ..................... 45 2.6.14 Internal Efficiency and Learning Achievement of Primary School and Lower Secondary School Students .......................................................................................... 45 2.6.15 Implementation of Instructional Hours in Primary School .......................................... 46

2.7 Summary .............................................................................................................................. 46 3. Review the EFA Strategy and Sector Management ............................................................... 47

3.1 Assessment of Education of All Strategy ........................................................................... 47 3.1.1 Early Childhood Care and Development ........................................................................ 47 3.1.2 Universallization Primary Education ............................................................................ 48 3.1.3 Learning and Life skills for youth and adults ................................................................. 50 3.1.4 Adult Literacy................................................................................................................. 50 3.1.5 Gender Equality and Equity ........................................................................................... 51 3.1.6 Education Quality ........................................................................................................... 52

3.2 Enabling Factors and Constraints ..................................................................................... 53 3.2.1 Early Childhood Care and Development ........................................................................ 53 3.2.2 Universallization of Primary Education ........................................................................ 54 3.2.3 Learning and Life Skills of Youth and Adult and Adult Literacy ................................. 54 3.2.4 Gender Parity and Equity .............................................................................................. 54 3.2.5 Quality of Education ...................................................................................................... 54

3.3 Lesson Leaned...................................................................................................................... 55 4. Emerging Challenges and Priorities of the Royal Government ........................................... 57

4.1 Challenges ............................................................................................................................ 57 4.1.1 Early Childhood Care and Development ........................................................................ 57 4.1.2. Universallization of Primary Education ........................................................................ 57 4.1.3 Learning and Life Skills for Youth and Adults .............................................................. 58 4.1.4Adult Literacy.................................................................................................................. 58 4.1.5 Gender Parity and Equality ............................................................................................ 58 4.1.6 Quality of Education ...................................................................................................... 58

4.2. New National Policy Direction in Socio-economic Development in Light of the Recent Development and Emerging Challenges ............................................................. 58 4.3. Implication for Future Education Development............................................................. 59 4.4 New Visions of Education Toward and Beyond 2015 ..................................................... 59

4.4.1 Early Childhood Care and Development ........................................................................ 59 4.4.2 Universalization of Primary Education ......................................................................... 60 4.4.3 Learning and Life Skills for Youths and Adults ............................................................ 60 4.4.4 Adult Literacy................................................................................................................. 61 4.4.5 Gender Parity and Equality ............................................................................................ 61 4.4.6 Quality of Education ...................................................................................................... 61

4.5.Post 2015 New Version…….……………………………………………………………….62 5. Conclusion and Recommendations .......................................................................................... 62

5.1 Recapitulation of Major Findings and Conclusions .............................................................. 62 5.2 Key Directions and Recommendations for the Future Education Development ................. 63 5.3 New Directions for the International Community for the Education Development and Cooperation .......................................................................................................................... 63

Annex .......................................................................................................................................... 64

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The National Education for All 2015 Review Report 1. Introduction

1.1 Development context and priority for the country

The development of skilled human resources with quality, ability and virtue is a key priority for Cambodia. The Royal Government envisages that Cambodia will step into lower–middle income country status by 2030 and attain developed country status by 2050. In working towards this goal the education sector continues to give priority to the improvement of education quality and relevance to the needs of the labor market.

The 2013 Central Intelligence Agency showed that the population of Cambodia was growing at an estimated rate of 1.67 %. The median age was 23.7 years. This is one of the youngest populations in the region. To reflect this demographic, the Ministry of Education Youth and Sport has invested heavily in education from pre-school to tertiary levels especially during the last decade 2004 – 2014. There has also been growth in non-formal education and opportunities for youths and adults to gain key technical skills to increase employment opportunities; The Royal Government is striving to harnessingall the potential of Cambodia’s demographic dividend, to ensure a favorable environment for socio-economic development.

To support these initiatives continuing efforts are being made to achieve poverty reduction of around 1 percent per year and achieving the Millennium Development Goals (MDG) by 2015. The poverty rate has decreased from 47.8 percent in 2007 to 19.8 percent in 2011 (NSDP 2014-2018)and the net enrollment rate for female students in primary education achieved 97 % in school year 2012-2013. The literacy rate of those aged 15 or over in Cambodia has reached 79.7% in 2013. These growth rates are supporting the achievement of the MDGs and are making valuable contributions to achievement of developed country status. However, there are still many challenges to be overcome.

1.2 The context of education development and challenges

Education is a key to achievement of Cambodia’s long-term vision to build a peaceful country with political stability, security and social order, long-term economic growth, sustainable development and equity, improved living standards and reduced poverty.

Human resource development through education is identified as one of the four Government priorities which will ensure competitiveness in an increasingly open regional labor market. This will be achieved through: (1) training of skilled and productive labor to meet market demand and increase added value; (2) developing regulatory frameworks, and improving educational and vocational training institutions; (3) encouraging private sector participation in education; (4) strengthening the quality of education, promoting scientific research, technology development and innovation.

The main challenge is to develop an education environment where each child is educated according to their age, aptitude and ability in order to create a highly skilled workforce.

To achieve this Cambodia first needs to focus on strengthening the quality of and access to a comprehensive nine year program of basic education for all school age children within the Education For All framework. The long-term education vision of Cambodia recognizes access to Early Childhood Education as a strong foundation for all further levels of education. There is also a focus on giving extra support in reading and mathematics to students in the early grades of primary education. Basic education graduates should have the opportunity for further learning through participation in secondary education followed by Higher or technical and vocational education.

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The Education Strategic Plan 2014 – 18 recognises these challenges and the ways to address them. The quality of education will be strengthened by a focus on improving teaching, learning and student achievement. Qualifications of teachers will be upgraded from 12+2 to 12+4 by 2020. There will also be a focus on ensuring that the curriculum at general education and higher education levels meet the ASEAN quality standards.

1.3 Major policies, strategies and interventions for education and learning

Education in Cambodia follows three main strategies. These are:

1) Enabling equitable access for all to education services

2) Enhancing the quality and relevance of learning

3) Ensuring effective leadership and management of education staff at all levels

The objectives of enabling equitable access for all to education services are to ensure that all children have access to Early Childhood Education (ECE), primary and secondary education as well as opportunities to continue learning. Special attention is being paid to increase access for the most disadvantaged children and young people. This is supported by the Early Childhood Education and Development Policy which includes a focus on training parents to understand basic health and safety of their children as well the value of education.

The objectives of enhancing the quality and relevance of learning are to ensure that all children and young people have a relevant, high quality learning experience which enables them to contribute effectively to the growth of the Nation. This requires development of an effective quality framework that provides learners, parents, communities, teachers and managers with clear performance indicators which can be monitored, measured and reported.

The Child Friendly School Policy encourages the enrolment of all school age children, constant improvements in teaching, learning and school management as well as community participation to strengthen demand for improved student performance.

The objective of ensuring effective leadership and management of education staff at all levels aims to ensure education services are provided effectively and flexibly. Efficient and professional management provides best value (with a focus on results), timely and relevant monitoring and reporting of results with effective feedback, measures for accountability and mechanisms for adjustment to policy, strategy and programs at both national and sub-national level. Management of public education institutions can respond efficiently to emerging needs at school level.

1.4 The relevance of Education for All within the country context

Essentially the 6 goals of Education For All are aimed at creating a sustainable cycle for development of the key human resources which in turn leads to both social and economic growth. Since socioeconomic growth is a key priority for the Government of Cambodia. The Government will continue to implement the principles of Education for All in order to ensure equitable access to education, improve the quality and efficiency of education services at all levels, and continue to improve institution and capacity of education staff. This is evidenced in the Education Strategic Plan 2014 – 18 which includes the following priorities, with a focus on:

- Promoting awareness and human capacity in the field of science and technology, especially the priority sectors such as agriculture, including agricultural crops, livestock, and aquaculture, industry, energy, construction,

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and physical infrastructure sectors, information technology and communications sectors, health and environmental issues.

- Increasing equitable access to education services through the continued locating of primary schools in all the villages, ensuring at least one lower secondary school per commune, expanding the number of universities or branches to ensure one in each province, deploying teachers to ensure coverage includes disadvantaged areas increasing the number of dormitories, providing transportation, reducing parental payment for education, increasing school-based budgets as well as increasing the participation of the private sector and development partners in education development.

- Improving the quality and efficiency of education services at all levels and training in both technical and functional skills in public and private institutions in line with international standards and the country's development needs.

- Continuing improvement of technical and vocational training, education and youth development for technical and soft skills to work as a team, to enforce discipline and ensure professional ethics in the workplace.

Meanwhile, the reform initiatives of the Ministry of Education, Youth and Sport (MoEYS) in the context of EFA will be supported and strengthened through following the law and raising education standards. The constitution of Cambodia states that public schools must provide nine years of free education. The development of a comprehensive law on education will establish education standards with clear intention to work towards achieving a quality education service at all levels.

2. Tracking progress

2.1 Early Childhood Care and Development

Objective:Expanding and improving comprehensive early childhood care and development, especially for the most vulnerable and disadvantage children.

In Cambodia, there are four Early Childhood Education ( ECE) services for children aged 3 – 5... These are:

1) Formal preschools (FPS). These take place either in special pre-school classrooms located in primary schools or in other separate buildings. Teachers are normally fully qualified to teach at either primary or pre-primary level.

2) Private preschools (PPS).In the past these were usually well resourced. They catered for those who could afford to pay private fees and were often aimed at the international community, Teachers often held internationally recognized qualifications. However the rise in demand for pre – schools has led to a number of schools not meet the education standards yet. The MoEYS is currently preparing regulations to assure the quality and education standards of private pre-schools in both rural and urban areas.

3) Community preschools (CPS). Community preschools are commonly found in rural areas where access to formal pre-schooling is difficult. Community preschool teachers are not normally qualified teachers but many have attended in –service training provided by the MoEYS. They are often paid by the Commune Council. Classes can take place under private homes or in shelters provided by the community. Some Community pre-schools are allocated space in local primary schools or pagodas.

4) Home based education programs (HBEP). Home based education programs are more focused on the parents than on the children. Such programs are organized by local mothers on a voluntary basis. Groups come together under the leadership of a Core Mother to discuss

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how to care for the health, well being and education of their pre-school children from 0 – 6 years old. Core Mothers are trained and materials provided by the MoEYS and other NGOs.

2.1.1 Enrolment in ECE Services

Table 2.1.1 below shows that, the percentage of children enrolled at preschool level increased from 6.5% to 33% between school year 2000-2001 and 2012-2013. The reasons for the increase are mainly to due to expansion of preschool classes in primary schools which started in 2009; expansion of community preschools, and home based education programs in the remote and non- ECE serviced areas. These expanded rapidlybetween 2010 – 2012 as a result of the GPE program. The total number of children receiving ECE servicesincreased by 4 percentage point between 2006-2007 and 2012-2013. The highest increase was at the level of 5 year olds. Enrolment of 5 year olds in pre-school rose by 38 percentage points over the same period rising to 56% in2012-2013.This result exceeded the Education Strategic Plan 2009-2013 target of 55%.

Table2.1.1 Number and percentage of children 0-5 Participating in ECE Services

School Year

Total number of children 0 – 5 receiving ECE Services

Enrollment of ECE 3 to 5 Ys Enrollment of ECE 5 Ys

Number % Number % Number % Total Girl Total Girl Total Girl Total Girl Total Girl Total Girl

2000-01 N/A N/A N/A N/A 78,368 40,405 6.5 N/A N/A N/A N/A N/A 2001-02 N/A N/A N/A N/A 89,299 44,577 8.27 N/A N/A N/A N/A N/A 2002-03 N/A N/A N/A N/A 88,530 43,541 8.87 N/A N/A N/A N/A N/A 2003-04 N/A N/A N/A N/A 88,470 48,962 10.72 N/A N/A N/A N/A N/A 2004-05 N/A N/A N/A N/A 104,049 52,239 11.17 11 59,568 29,581 18 19 2005-06 N/A N/A N/A N/A 119,893 60,541 11.97 12 68,639 34,283 21 22 2006-07 206,922 112,540 14 15 119,719 60,634 14 14 82,704 49,583 29 35 2007-08 226,348 113,531 17 17 129,853 65,414 16 16 88,911 44,407 31 31 2008-09 138,038 69,500 10 10 142,523 72,241 15 15 94,563 47,566 32 33 2009-10 212,321 106,767 15 15 189,476 95,384 22 16 116,328 58,228 42 33 2010-11 234,455 118,009 14 14 208,160 104,765 26 26 126,618 63,470 46 46 2011-12 275,844 138,258 15 15 245,825 123,429 29 29 146,071 72,781 53 52 2012-13 311,154 155,519 18 17 280,191 140,041 33 33 157,226 77834 56 56

Source: EMIS and ECED, MoEYS

2.1.2 Newly Enrolled Grade 1 Figure 2.1.1 below shows the percentage of newly enrolled Grade 1 students who have received a pre-school education. The percentage increased significantly from 2012-2013 to 2011-2012. This was mainly due to implementation of the Global Partnership for education funded program which increased the total number of formal and informal pre-school classes. The largest increase was at formal pre-school level.

Figure 2.1.1 Percentage of newly enrolled Grade 1 students who had received an early childhood education

Source: EMIS and ECED,MoEYS

Percentage of newly enrolled 1st grade students receiving an early childhood education

TotalFemal TotalFemal TotalFemal TotalFemal TotalFemal TotalFemal TotalFemal TotalFemal

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2.1.3 Enrolment in Private Pre-Schools The Private sector also provides ECE, but enrollment is low because this service provision operates mainly in urban areas where there is easy access to state pre-schools. As rural areas are developing, there is a small rise in the number of private rural pre-schools. The Ministry of Education, Youth and Sport encourages provision of private pre-schools in rural areas.

Table 2.1.2 Percentage of Enrollment in Private Preschools

Indicator 2006–07 2007–08 2008–09 2009–10 2010–11 2011–12 2012–13

Children aged 3–5 receiving education 1.14 1.26 1.96 2.40 2.50 2.80 3.80

5-year-old children receiving education 1.63 1.87 1.41 2.00 3.00 3.10 4.70

Source: ECED, MoEYS

2.1.4 Enrolment in Community Pre-schools Table 2.1.3 below shows that enrollment of children aged 3 to 5 years old in Community preschool increased from 2.77% in 2006-2007 to 6.6% in 2012-2013. Enrolment of 5 year old children increased from 4.04% to 8.9% during the same period. . This increase was achieved mainly through collaboration of all stakeholders and development partners which increased access to community pre-schools by training pre-school teachers as well as providing materials and in-service training of community pre-school teachers. However, as the data shows, although there has been a steady increase in the number of children attending community pre-schools the percentage is still low. There is need for more community preschool services, particularly for children in remote areas, poor families, and ethnic minority groups. This concern has reflected in Education Strategic Plan (ESP) 2014-2018.

Table 2.1.3 Percentage Enrollment rate in Community Preschools

Indicators 2006–07 2007–08 2008–09 2009–10 2010–11 2011–12 2012–13

Children aged 3–5 receiving education 2.77 2.89 2.98 4.70 5.40 6.60 6.60

5-year-old children receiving education 4.04 4.97 4.01 6.60 7.60 9.50 8.90

Source: ECED, MoEYS

Source: KrY. Association, Year 2008

Expansion of Community Preschools

The KrousarYoeung Association, in collaboration with the Ministry of Education, Youth and Sport and stakeholders in the community, has increased the number of community preschools to 147 nationwide. The community preschool in Beng village, Danrun commune, Sot Nikum district, Siem Reap province was completed on November 10, 2008.

KrousarYoeung Association held discussions with every stakeholder in the community regarding the building of a community preschool in the heart of the village to make it easy for children to regularly attend school. A canteen and sanitary toilets were also built for children.

From School Year 2008–2009 to 2013, the community preschool in Beng commune has regularly enrolled 82% of children aged 3-5. In school year 2013 – 14 it expects to enroll 100% of children aged 3- 5. Every year since it began, 100% of 6-year old children enrolled in the preschool successfully transferred to the 1st grade of LomProleng Primary School, located 1.5–2 km away. 65% of children currently studying at Beng Village community preschool were in the top ten of highest achievers at LomProleng Primary School.

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2.1.5 Enrolment in Home Based Education Programs

The Home-based program is also one of the successful early childhood education services. The program operates mainly in rural and remote areas and focuses mainly on education services for mothers with children aged 0 – 3.The data in Figure 2.1.2 below, shows that expansion of this service is relatively low. Quality of provision is also often low and there are difficulties in reaching areas in need. The Ministry of Education, Youth, and Sport has prepared a set of quality standards for this service linking it with nutrition and health programs to ensure it covers both the physical and cognitive development of pre-school children.

Figure 2.1.2 Enrollment rate of Home-Based program

Source: ECED, MoEYS

2.1.6 Provision of Pre-school Teachers

The data in table 2.1.4 shows that the need for preschool teachers at both formal and community level is very high compared with the number of preschool teachers deployed annually. The shortage of teachers is due to the increased number of preschool classes which rises annually in response to demand. MoEYS has increased the number of teachers by constructing an additional pre-school teacher training building which allows it to double the number of trainees. However this is still insufficient to meet demand. In order to maintain quality of provision the MoEYS has prepared minimum standards Community Pre-school Teachers which are used as part of the CPS training.

Table 2.1.4 Percentage of Pre-school Teachers Needed Against Those Trained

Description

2006–07 2007–08 2008–09 2009–10 2010–11 2011–12 2012–13

No.

Tea.

need

%

trained

teacher

No.

Tea.

need

%

trained

teacher

No.

Tea.

need

%

trained

teacher

No.

Tea.

need

%

trained

teacher

No.

Tea.

need

%

trained

teacher

No.

Tea.

need

%

trained

teacher

No.

Tea.

need

%

trained

teacher

Public preschool 506 20 586 17 740 14 793 13 1026 10 1259 16 1633 12

Community

preschool 1088 96 1130 86 1195 100 1439 100 1801 100 2469 98 2419 98

Source: ECED, MoEYS

Children aged 0-5 receiving education Children aged 3-5 receiving education 5-year-old children receiving education

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2.1.7 Ratio Of Students to Teachers

Table 2.1.5 reveals that the ratio of students to teachers in public and community pre-schools is higher than the agreed national standard of 25: 1. This puts pressure on teachers and classrooms. The pressure is lower in private pre-schools as most operate in urban areas where there is more choice.The number of Core Parents trained to lead home-based programs is very limited, but many children and their Parents participate in the program. This creates challenges for provision of good quality programs.

Table 2.1.5: Ratio of Students to Teachers

Indicators 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Standard ratio of Public preschool students to teachers 25 25 25 25 25 25 25

Actual average ratio of Public preschool students to teachers 27.67 27.00 28.38 30.21 28.71 31.00 30.79

Standard Ratio of private preschool students to teachers 25 25 25 25 25 25 25

Actual average ratio of private preschool students to teachers 22 26 20.94 20.23 22.44 22.76 21.30

Standard ratio of community preschool students to teachers 20 20 20 20 20 20 20

Actual average ratio of community preschool students to teachers 23 26.5 22.22 23.31 26.19 23.11 23.77

Standard ratio of children in home based program to core parents 30 30 30 30 30 30 30

Actual ratio of children in home based programs to core parents 31 50.62 22.70 44.19 44.12 41.36 44.12

Source: EMIS and ECED, MoEYS

2.1.8 Program Budgeting for ECE

According to Figure 2.1.3\ the early childhood education share of the program budget was 0.60% in 2006 rising to 0.62% in 2007 after which it remained stable until it reached its lowest point of 0.53 in 2010. This decrease was mainly in funding for Home based Education programs. However the percentage share quickly rose again to 0.58 in 2011 to an all time high of 0.80% in 2012. . The reason for this unprecedented increase is due to the expansion of preschool classes in primary schools and increases in the school operating budget.

Expansion of ECE provision at all levels is high on the MoEYS development agenda as is clearly shown in the Education Strategic Plan 2014 – 2018.

Figure 2.1.3: Percentage of Program Budgeting for Early Childhood Education

Source:DoF,MoEYS

Percentage of Program Budget for Early Childhood Education

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2.2 Universalization of Primary Education

Ensuring that by 2015, all Cambodian children, particularly girls, children in difficult circumstances and those belonging to ethnic minorities have access to complete free and compulsory education of good quality education.

The following policies, regulations and key achievements were developed by various Ministry of Education departments in collaboration with development partners and all stakeholders, the main achievements are as follows:

1) The number of schools reaching a medium level Child Friendly School status had increased from 29.60% to 39.45%. Those reaching advanced level increased from 28.77% to 33.26% between school year 2006-2007 and school year 2012-2013 respectively.

2) A Policy on education for children with disabilities has been approved and has been implemented since 2007. Modules on recognizing and referring children with hearing, vision and cognitive impairments are part of the national in service and pre-service training for teachers.The findings show that from a statistically correct representative sample, the most common disabilities of children aged 2-9 are as follows; Cognition: 6.1% of children had a mild cognitive disability and 5.5% had a moderate or severe cognitive disability. This a key reason for slow learning. Within the area of cognition, 1.4% to 1.2% of children had problems with speech (motor) Hearing: 6.5% of children had a mild hearing disability and 2.5 % had a moderate or severe hearing disability. This is sometimes difficult for teachers to see and is a key reason for poor learning performance. The mostcommon problem was perforated ear drum. Vision: 3% of children were found to have a visual impairment.

A major study on identifying the prevalence of disability in Cambodian children aged 3-17 was carried out during 2010-2012. 3) 50% of primary schools have hand-washing facilities, 80.20% have sanitary toilets and 58.50% have access to safe water. Meanwhile, some physical equipment, such as first-aid kits, water-filter containers and rubbish bins, has been provided to a number of primary schools. 4) Furniture and books have been provided to libraries to promote reading.

School yard viewed from the outside front, premise of PrekEng Primary School, SankatPrekEng, Khan

Mean Chey, Phnom Penh

Lesson Learned: Child-Friendly School of Advanced Level

PrekEng Primary School is located nearby PsarPrekEng, KbalChroy village, SangkatPrekEng, Khan Mean Chey, Phnom Penh. It is one of the primary schools in Phnom Penh had implementedChild Friendly School program.

The school principal is very hardworking. He tries to fulfill his duties well by using collective workforces available at the school. He is good at attracting generous people, communities, local authorities and other stakeholders to contribute to the development of the school. The efforts of the school principal and every stakeholder during academic year 2011-2012 produced good results-enrolling children using school mapping achieved 100%, no students dropped out of school and 98.17% of students, 98.91% for girls, passing the average score to be promoted to next grade. At the end of academic year 2011-2012, District Training and Monitoring Team together with working group of Phnom Penh Office of Education had evaluated PrekEng Primary School, and the result showed that this primary school is the only one to have achieved the advanced level of Child-Friendly School in Khan Mean Chey.

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5) National education review meetings with community have taken place annually to identify best practices and propose actions for further implementation and improvement.

2.2.1 Gross Admission Rate

Figure 2.2.1 shows that in the school year 2001-2002-, gross admission rate was 188.90%. This significantly high rate was due to the fact that the Royal Government of Cambodia began to offer free universal primary education. This rate decreased by 25 % between school year 2000-2001 and school year 2012-2013. This indicates improvement in right-age admission, implementation of the child-friendly school program, accelerated learning program, inclusive education, school mapping, scholarship and school meal programs, and construction of new primary schools nearby people’shomes.

Figure 2.2.1: Gross Admission Rate

Source:EMIS, MoEYS

2.2.2 Net Admission Rate

Figure 2.2.2 shows that the net admission rate in the school year 2012-2013 had increased by 17.90 percentage points compared with the rate in the school years 2000-2001. This increase reflects the results of free enrollment, improved community participation, a comprehensive enrolment campaign, and establishment of new primary schools nearby people’s homes, enabling most children to enroll at the right age. This provided a good foundation for improvements in equity and quality in primary education. Furthermore, the Ministry of Education, Youth and Sports introduced multilingual education programs for children from the major ethnic groups and launched an inclusive education initiative to encourage participation from children with disabilities.

Gross admission rate at primary school/total Gross admission rate at primary school/girl Gross admission rate at primary school/boy

10

Figure 2.2.2: Net Admission Rate

Source:EMIS, MoEYS 2.2.3 Gross Enrollment Rate

Figure 2.2.3 shows that the gross enrollment rate in the school year 2012-2013decreased by 1.70 percentage points compared with that of the school year 2001-2002.The gross enrollment rate for boys decreased by 5.10 percentage points, during the same period. The decrease is mainly the result of a reduction in enrollment of over-age children. The number of over age children dropped because a) an increase in the number of school buildings resulted in easier access,b) implementation of the school mapping initiative helped schools to identify all school age children in the catchment area and encourage right age enrolment, c) introduction of accelerated learning programshelped over age students to re-enter schooling at an age-appropriate grade leveld) strengthening and extension of education related physical facilities and infrastructure, especially an increase in the number of primary schools offering the whole six years of primary education.

Figure 2.2.3: Gross Enrollment Rate

Source:EMIS, MoEYS

Net admission rate at primary school/total Net admission rate at primary school/girl Net admission rate at primary school/boy

Gross enrollment rate at primary school/total Gross enrollment rate at primary school/girl Gross enrollment rate at primary school/boy

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2.2.4 Net Enrollment Rate

Figure 2.2.4 shows that the total net enrollment rate in the school years 2012-2013 had increased by 13.20 percentage points, compared with that of school year 2001-2002. This increase is due to the school readiness program for children aged 5, a health education program, accelerated learning program, community-based education program for parents, school meal program provision at primary schools, improved numbers of children of all ages enrolled in primary school and multilingual education program and particularly the promotion rate at primary school being better. (Figure 2.2.4; See annex 1)

2.2.5 Repetition Rate by Grade

Figure 2.2.5 shows that the repetition rate for all grades had decreased, especially for Grades 1 to 3. It is worth noting that the repetition rate for Grade 1 students was 28.50% in the school years 2000-2001 and 10.40% in the school years 2012-2013, suggesting a decrease of 18.10 percentage points during those 12 years. This means that there was decrease of 1.50 percentage points per year. The decrease in the repetition rate at Grade 1 was due to the implementation of school readiness program for children aged 5, the early grade reading assessment program, helping slow learners during teaching hours, scholarships and school meal programs, accelerated learning programs, and additional testing at the start of each new school year, for those students who had failed the promotion test at the end of the previous school years. (Figure 2.2.5; See annex 2)

2.2.6 Dropout Rate by Grade

Figure 2.2.6 shows that during the period 2000- 2012 the dropout rate at each grade decreased, in grades 4 - 6.The dropout rate at grade 6, decreased by 5.20 percentage points. This decreased dropout rate resulted mainly from the following interventions such as implementation of a scholarship program which offered both cash and provision of food, provision of school meals, establishment of new primary schools, increased numbers of primary schools offering all six grades andincreased participation from the community to help children facing all kinds of difficulties, especially girls, to return to school. Some schools had the additional benefit of student councils; peer to peer support groups and girls counselors. These all helped to reduce drop out. (Figure 2.2.6; See annex 3)

2.2.7 Completion Rate

Figure 2.2.7 shows that the completion rate had increased noticeably. The total completion rate was 46.80% in the school year 2004-2005 and 87.35% in school year 2012-2013. This means that there was a 40.55 percentage point increase. The increase reflects the implementation of the child-friendly school policy components on strengthening quality of learning and teaching, a strengthening the management of school principals to improve the effectiveness of learning and teaching processes, and encouraging community participation. The Ministry of Education, Youth and Sports also issued guidelines on roles and functions of the school support committees which focused on school and community collaboration in taking responsibility to support both leadership and management of the school.

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Figure 2.2.7: Completion Rate

Source:EMIS, MoEYS

2.2.8 Number of Teachers by Level of Academic Qualification and National Standard

Figure 2.2.8 shows that the number of qualified female teachers has gradually increased from 17,621 in the school year 2000-2001 to 22,048 in the school year 2012-2013. This represents an increase of 4,427, equivalent to 25.10%. The number of qualified male teachers has decreased by 17.20 percentage points. This reflects the attention of the Royal Government of Cambodia on promoting women to work in the public sector.

Figure 2.2.8 Number of Qualified Teachers by Gender in Primary Schools

Source:EMIS, MoEYS

2.2.9 Percentage of Primary School Teachers

Figure 2.2.9 shows that the total percentage of primary school teachers has decreased over the 12 year period. This is because the Royal Government of Cambodia introduced a formula-based program for primary school teachers holding high school diplomas to upgrade their qualifications by training to become basic education teachers. In Cambodia attaining basic education teacher status means that teachers can teach at both primary and Lower Secondary level. They are classified as Lower Secondary teachers for salary and pension purposes. Basic education teacher status is seen as a promotion for qualified primary teachers. As a result of the basic education teacher training program 7.30 percentage points of primary school teachers changed their status to become basic education teachers or passed the exam to become Upper Secondary education teachers.

Total, completion rate Boy, completion rate Girl, completion rate

Numbers of female teachers Numbers of male teachers Total numbers of teachers

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Figure 2.2.9 Percentage of Primary School Teachers

Source:EMIS, MoEYS

2.2.10 Percentage of Trained Teachers

Figure 2.2.10 shows that almost all primary school teachers have been formally trained. Byschool year 2012-2013, the percentage of primary school teachers receiving formal training was 99.90% compared with 97.60% in school year 2000-2001. This represents a 2.30 percentage point increase over the last 12 years. To date only 0.10% of primary school teachers have not been trained in a formal MoEYS teacher training center.

Figure 2.2.10 Percentage of Primary School Teachers Trained

Source:EMIS, MoEYS

2.2.11 Pupil Teacher Ratio

Figure 2.2.11 shows that the pupil teacher ratio decreased from 53.3 in the school year 2000-2001to 48.5 in the school year 2012-2013.The ratio started to decline in the school year 2002-2003 after the initial increase due to the introduction of free primary education. This gradually declined as over age students began to graduate.

Total number of teachers Number of female teachers Numbers of male teacher

14

Figure 2.2.11 Pupil Teacher Ratio

Source:EMIS, MoEYS

2.2.12 Percentage of Primary Education Program Budget Compared to the MoEYS Program Budget

Figure 2.2.12 shows that the total program budget for primary education significantly increased to 38.38% in school year 2003-2004, but sharply decreased to 23.13% in the school year 2004-2005 because of a global financial crisis. The program budget started to increase again in the school year 2005-2006 and has experienced slight variations since then reaching 29.62% in the school year 2012-2013

Figure 2.2.12 Percentage of Primary Education Program Budget Compared to the MoEYS Program Budget

Source:PED, DOF, MoEYS

2.2.13 Percentage of Complete Schools

Figure 2.2.13 shows that the number of complete schools has increased by 29.40 percentage points within the last 12 years. In 2001-2002 only 56.80% of schools were complete. By the 2012-2013 academic years this had risen to 86.20%. This means that primary schools became complete at a rate equivalent to 2.45 percentage points per year. Only 13.80% of schools remain incomplete in the school year 2012-2013. (Please see comment on completed school in Annex 4)

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Figure 2.2.13 Percentage of Complete Schools

Source:EMIS, MoEYS

Note: Test result (before program implementation in 2010 and after program implementation in 2012)

Lesson Learned: The Early Grade Reading Assessment Project

The policy for the development of curriculum states that Grade 1 to Grade 3 pupils must have strong basic skills in Khmer language and mathematics. After returning from an international meeting on the issues of reading among students at early grade levels in many countries, the leaders of the Ministry of Education, Youth and Sports, sought resources and urgently established a technical team to develop and review the contents of study materials for first graders.

The leaders of the Ministry and the technical team have collected documentsrelated to the learning of Khmer language at Grade 1 that were used in all erasin order to improve and compile them as a Khmer language text book. The Khmer language text book for Grade 1 was designed and integrated into only one book for teachers and students alike. It includes an introduction, withinformation on use of learning time, teaching methods, use of studymaterials, evaluation and homework assignments. It follows up with the contents of eachlesson and the main skills that students must learn. This book has colorful illustrations andwas color printed before being disseminated nationwide.

The technical team piloted the new book at target schools and made a series of improvementsas requested by teachers in order to produce a final version. Principals, teachers, and stakeholders are satisfied withthis program because inthe first year of implementation grade 1 pupils with the ability to read had increasedby 27.20% and those with the ability to write increased by 27.74% compared with previous years.Furthermore, pupils are able to spell even words that they find difficult to read. Parents and guardiansof the pupils can read the instructions in the introduction and are able to teach their children at home. We all are very happy and not worried about the ability of our pupils in early grades in terms of gaining good skills in reading and writing Khmer as the national language. Note: The photo shows Grade 1 children learning to read at PreahAng primary School in Phnom Penh.

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2.3 Learning and Life Skills for Youths and Adults

Ensure that the learning needs of every youth and adult are met through the provision of equal opportunity to participate in an appropriate learning program and life skills training.

2.3.1Progress

1) Mainstream Technical Education and Vocational Training are conducted by the Ministry of labor and Vocational Training. See Table 2.3.4.3. The Ministry of Education Youth and Sport is responsible for Non-formal technical and vocational training. Collaboration with stakeholders has led to draft policies and a technical education and vocational orientation guide.

2) Technical education, vocational orientation and life skills programs are gaining support from Royal Government and development partners. This led to the establishment of a new department of vocational orientation in 2009.

3) Tools for monitoring technical education, vocational orientation and life skills have been developed.

4) Youths and adults receive education and other skills through community learning centers, libraries and reading rooms supported by Royal Government and UNESCO.

5) The number of community learning centers increased from 57 in 2006 to 321 in 2013 using the government program budget. See table 2.3.4.1 below.

6) Various skills training programs which are offered by private schools’ have increased. These include computer, electronic repairs, and especially foreign languages for tourist guides.

2.3.2 Transition Rate from Primary to Lower Secondary Education

Table 2.3.1 indicates that the transition rate from primary to lower secondary education in the school year 2000–2001 reached 82.6%, but then fell to 76.8% in the school year 2012–2013. Because of that students find jobs to support their families and immigrated with their parents.

Table 2.3.1: Change in Transition Rate from Primary to Lower Secondary Education by Gender

School year Total Female

2000–2001 82.6 77.9

2001–2002 83.2 79.1

2002–2003 82.7 79.8

2003–2004 81.9 79.6

2004–2005 80.6 87.7

2005–2006 78.7 77.1

2006–2007 78.9 78.5

2007–2008 78.4 78.3

2008–2009 80.1 80.8

2009–2010 80.2 81.3

2010–2011 79.3 80.6

2011–2012 78.9 80.4

2012-2013 76.8 81.4

Source:EMIS, MoEYS

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2.3.3 Transition Rate from Lower Secondary to Upper Secondary Education

Table 2.3.3 indicates that the transition rate from lower secondary to upper secondary education in the school year 2000-2001 achieved 63% and increased by 7.2% to 70.2% in the school year 2012-2013. Because of support from Royal Government such as scholarship, free registration in all schools and expansion of high schools to all districts in all provinces.

Table 2.3.3 Transition Rate from Lower Secondary to Upper Secondary Education by Gender

School year Total Female

2000–2001 63.0 66.1

2001–2002 59.2 62.8

2002–2003 60.1 62.6

2003–2004 56.1 58.0

2004–2005 67.4 68.3

2005–2006 66.2 65.8

2006–2007 71.5 71.5

2007–2008 71.3 71.2

2008–2009 72.8 73.2

2009–2010 71.6 71.6

2010–2011 69.8 70.3

2011–2012 74.0 76.3

2012–2013 70.2 71.4

Source:EMIS, MoEYS

2.3.4 Outcome of Life Skills Education in Community Learning Centers (CLCs) for Youths and Adults

Table 2.3.4.1 shows that the number of Community Learning Centers increased from 57 in 2006 to 348 in 201. Skills classes also increased from 120 classes in 2006 to 631 classes in 2013. The reason for this increase was that communities found the centers a cost effective and enjoyable way of developing capacity. They therefore encouraged establishment of the centers and provided community support to keep them operational even at a time when Ministry of Education funding was limited. Skills training included tailoring, traditional music, hairdressing, beauty training, stone carving, weaving carpentry, use of computers, English, small scale agriculture and animal health. The number of females enrolled in community learning centers increased from 1,438 in 2006 to 6,217 in 2013. This increase was mainly because the skills offered were attractive to females and responded to the needs of the labor market demands. 295 more females than males graduated from community learning center courses in 2006. This rose to 1,973 in 2013.

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Table 2.3.4.1: Outcome of Life Skills Education in Community Learning Centers (CLCs) for youth and Adults

Practice

Year

Number

of CLCs

Number of

skill classes

Number of Teachers Students enrolled Students completed

Total Female Total Female Total Female

2006 57 120 120 79 2,155 1,438 849 572

2007 85 176 176 73 3,884 1,783 N.A N.A

2008 114 318 318 128 4,770 1,772 3,875 1,522

2009 154 270 270 126 4,397 2,479 4,038 2,285

2010 240 433 422 178 8,982 4,903 7,357 3,366

2011 298 608 559 242 10,466 5,591 9,122 4,819

2012 321 653 601 299 10,507 6,310 7,537 4,881

2013 348 631 649 301 10,661 6,217 7,649 4,811

Sources: NFE-MIS, MoEYS

Activities of Community Learning Centers (CLCs)

Table 2.3.4.2 summarizes the number and percentage of youths and adults enrolled by different types of life skills training, vocational training centers and other program Overall, 78.70% of the total number of participants completed their studies according to the program. The program was delivered using two methods. These were mobile life skills training and technical training at general and technical high schools. Mobile life skills’ training is taught from a van which travels around rural and remote villages. The programs include information on health, prevention of domestic violence, child rights, child labor, human rights and human trafficking.

Table 2.3.4.2: Number of Participants by Different Programs2006-2012

No. Program

The

number of

Participants

Percentage

of

participation

The number of

participants

completed

their course

Percentage of total

participants who

completed their

course

1 Literacy 83,887 54.97 293,508 76.46

2 Re-entry 169,623 24.29 145,126 85.56

3 Complementary 55,963 8.01 35,283 63.05

4 Vocational training 52,239 7.48 39,036 74.73

5 Life skills education through mobile learning van 32,925 4.71 32,925 100.00

6 Careers training at public high school and technical schools 3,781 0.54 3,781 100.00

Total 698,418 100.00 549,659 78.70

Source:EMIS, MoEYS

The Ministry of Education, Youth and Sport along with stakeholders in the

community established a community learning center which is located in TbongKhmum

village, Kong Pisey district, KompongSpeu province on June 01, 2011,. This centre is a good

example of sustainable operation.

The community learning center is situated in Chrey Ho Phnov High School located

in the center of the commune making it easy for students to attend regularly. The community

helped with repairing and furnishing additional equipment for study in occupational skills

such as tailoring, traditional music, and wedding planning.

Since 2011, the community learning center has accepted 141 students to study

vocational skills. Of those, 72 are female. There are 133 students, 71 of whom are female,

successfully completed their studies by 2013. Source: KompongSpeu provincial office of Education Youths and Sport.

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Percentage of Non- Formal Program Budget Compared with the MoEYS Program Budget

The amount of program budget for non-formal education increased from 6.40% in 2005 to 7.68 % in 2009. However it steadily decreased from 7.68% in 2009 to 4.27% in 2013. This situation affected program implementation causing a reduction in the number of contract teachers and programs. However the number of community learning centers has increased. This is because community learning centers are supported by the community and development partners.

Figure 2.3.4.3: Percentage of Non-Formal Education Program Budget against MoEYS Program Budget

Source:EMIS, MoEYS

2.3.5 Statistics of Students who completed courses at The Institution of Technical Education and Vocational training.

Table: 2.3.4.3 Students completed courses at TechnicalEducation and Vocational training Institutions.

Academic

Year Institution

Level of Training

Higher Education

and Post graduate

Diploma of higher Technical

Education/ Associated Degree

Diploma of long-term technical

and Vocational Skill Training

Certificate of Short term

Technical and Vocational

Skill Training

Total Female Total Female Total Female Total Female

2005-2006

Public 569 170 721 202 552 34 10 133 4 589

Private 22 0 0 0 0 0 170 159

Organization-Association 0 0 0 0 0 0 162 28

2006-2007

Public 714 145 1 288 260 576 44 22 349 10 908

Private 0 0 163 50 0 0 742 310


2007-2008

Public 942 173 1 833 390 1 087 74 65 789 33 510

Private 0 0 410 122 0 0 2 289 961

2005 2006 2007 2008 2009 2010 2011 2012 2013

Percentage of Total Program Budget on Non-Formal Education

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Organization-Association 0 0 0 0 0 0 1 852 334

2008-2009

Public 864 155 1 440 274 697 52 113 900 64 722

Private 117 65 128 27 0 0 7 455 2 824

Organization-Association 0 0 631 293 0 0 1 283 504

2009-2010

Public 1 284 287 1 915 177 336 17 63 315 35 417

Private 0 0 159 15 0 0 2 939 1 210


2010-2011

Public 1 583 289 1 721 253 860 84 34 521 19 726

Private 0 0 3 269 823 0 0 13 908 4 690

Organization-Association 29 12 1 202 535 174 92 2 458 1 263

2011-2012

Public 1 931 177 2 248 381 817 93 102 096 61 343

Private 227 66 695 167 0 0 7 633 3 154

Organization-Association 0 0 508 190 1 063 533 1 436 590

2012-2013

Public 2 792 537 2 730 381 1 255 213 70 940 41 486

Private 121 37 443 140 0 0 7 075 3 121


Total 11215 2126 22711 5122 8381 1790 510120 291835

Source: Ministry of Labor and Vocational Training, 2013

Table 2.3.4.3.Shows that the number of students who graduated from Technical Education and Vocational Training Institutions increased from 11,215 to 291,835 between school year 2005-2006 and 2012-2013. This is because the labor market is more attractive and competitive at both national and international level. Based on feedback from Industry the education system need to put more focus on general knowledge and critical thinking as well as technical skills as the needs of the labour market are constantly changing and need a flexible workforce with transferrable skills.

2.4 Adult Literacy

To ensure the achievement of 50% growth in adult literacy by 2015, especially for women and equal opportunity to basic education as well as continuing education for all adults.

The improvement of adult literacy rate is a key factor to develop Adult Literacy Programs in the education sector. The Ministry of Education, Youth and Sport has strived to collaborate with all stakeholders including development partners, communities, and private sectors. Based on the Education Strategic Plan, Non-Formal Education Policy, National Plan of Non-formal Education, Policy of Non-Formal Education Equivalency Program, and Guidelines on the Implementation by Programs, together with the support from the Royal Government, these actions including the EFA 2003-2015 and the ESP 2009-2013 have been launched and respectively carried out over the years; the key activities include:

1) Community Learning Centers and libraries across the capital/province 2) Community Learning Centers and libraries separated from formal schools 3) Primary and Lower Secondary Equivalency Programs

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4) The transfer of the dropout students to formal school 5) Quality NFE programs for children, out-of-school youths, and others illiterates 6) Improvement of the quality and efficiency of non-formal education programs though the guidelines on the Program Implementation and Minimum Standard.

2.4.1 Functional Literacy

Adult Literacy activities for the poor and women have been expanded across the country, especially the rural areas. According to the number of students and graduates from the Literacy, Equivalency and Complementary program from the population census carried out by the Ministry of Planning in 2008, in 1998 the literacy rate of adult aged 15 years and above in either gender was 67.34%, male of 79.48% and female of 59.99%. In 2008 adult literacy rate amounted to 77.59%, male of 85.08% and female of 70.86%. According to the observation between the census in 2013, the latest report showed that literacy rate of adult aged 15 years and above in either gender consisted of 79.7%, male of 86.4% and female of 73.6%. The population census in 1998 and the observation between the census in 2013 of the Ministry of Planning showed that during 15 years adult literacy rate has increased by 12.4%.

Figure 2.4.1 Adult Literacy Rate

Source: Ministry of Planning

2.4.2 Outcomes of Adult Literacy Program

Literacy and continuing education activities for adults have been changed from years to years. Below are the outcomes of Adult Literacy Programs from 2000 to 2013: From 2000 to 2006, the outcomes that the target took the literacy classes improved continuously due to the more number of contracted teachers, one-teacher-two-class teaching, and the combination among the outcomes of the MoEYS, and implemented institutions, and various development partners. These activities declined while the number of contracted teachers was less and the participation of development partners decreased. These reasons required the studies and planning in depth. At the end of 2013, the National Literacy Acceleration Plan was approved and needed 1,621 teachers in 2014 to 1,949 in

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2018 (ESP 2014-2018), and required all stakeholders and development partners to pay more attention in intervening in illiteracy so to achieve the EFA goals.

Table 2.4.1 Result of Adult Literacy Program Year of

Implementation Number of

Classes Number of Teachers

Enrolled Completed

Total Female Total Female

2000 1,574 787 30,449 23,045 16,730 11,835

2001 2,673 1,337 59,855 32,102 38,391 29,582

2002 3,483 1,742 71,236 51,093 42,368 29,703

2003 5,039 2,520 105,034 71,484 69,533 50,339

2004 5,206 2,603 105,430 71,688 76,619 53,085

2005 5,410 2,705 119,686 70,394 76,984 52,021

2006 4,317 2,159 87,008 47,032 67,865 42,053

2007 2,364 2,364 55,379 37,668 39,816 27,415

2008 2,371 2,371 58,771 38,990 42,726 28,842

2009 2,141 2,141 52,078 34,328 41,169 27,879

2010 1,314 1,314 30,806 20,003 25,273 16,608

2011 1,500 1,500 34,964 21,867 26,510 18,234

2012 1,489 1,489 35,425 21,863 26,890 17,881

2013 1,277 1,312 29,456 19,633 23,259 15,910

Source: NFE-MIS, MoEYS

2.4.3 Percentage of Students Completed Literacy Program

Figure 2.4.2 shows that the evaluation over the percentage of students who completed literacy classes from 2006 to 2013 has gradually changed of approximately 70%.

Figure 2.4.2: Percentage of Students Who Completed Literacy Program


2.4.4 Student-Class Ratio in Literacy Program

Student-class ratio in literacy program from 2000 to 2013 demonstrated a great change. In general, the ration is between 20.2 and 24.8 student-classes, except only in 2000 when there were only 19.3 student-classes.This was due to limited dissemination of program information and high levels of migration within the target groups.

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Figure 2.4.3 Student-Class Ratio in Literacy Program


2.4.5 Outcomes of the Use of Libraries in Post-Literacy Program

In order to fill the missing gap of literacy education as well as life skills for the target groups and to enhance the NFE, the ministry has created libraries and reading centers in 20 capital-provinces. Moreover, the ministry provided the training course to the librarians in library management in 2013.

As a result, the number of readers in the libraries increased from 9,082 in 2010 to 45,691 in 2011, among which, the number of female readers increased from 5,445 in 2010 to 23,983 in 2011 because the documents answered to the needs, the dissemination of NFE was widely spread, and the community understood the importance of reading, especially information was fully disseminated by various development partners.

Besides, the number of readers in reading centers increased from 43,845 in 2010 to 83,924 in 2013 due to the change in number of reading centers trough the transfer from one development partner to another.

Table 2.4.2 Outcomes of the Use of Libraries in Post-Literacy Program

Year of Implementation

Libraries Operated Number of readers

Reading centers

Operated Number of readers


2010 18 14 9,082 5,445 194 156 43,845 24,816

2011 64 59 45,691 23,983 245 220 51,920 28,780

2012 48 39 33,938 19,230 274 229 85,357 47,757

2013 39 35 31,013 20,428 295 279 83,924 47,638

Source:NFE-MIS, MoEYS

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2.4.6 Continuing Education

A Non-formal Primary Equivalency Program was implemented by several organizations, yet the outcome of the program implementation was that the information collected was limited. The 2011-2013 outcomes which were a total of 161 classes, 8,548 students (3,731 females equaled to 43.65%) to enroll, and 7,828 students (3,275 females equaled to 41.84%) to complete the program were achieved only from Phnom Penh, Preah Sihanouk, and Seam Reap provinces.

Table 2.4.3 Outcomes of Primary Equivalency Program

Year of Implementation

Classes Students enrolled Students completed


2011 66 4,827 1,788 4,747 1,743

2012 80 2,962 1,559 2,322 1,148

2013 15 759 384 759 384

Total 161 8,548 3,731 7,828 3,275


2.4.7 Complementary Education Program

Table 2.4.4 shows that this program attracts the adults’ interest that they chose it for their own continuing education. The program helps target groups such as civil servants, private company employees, and people who don’t have the opportunity to study in formal school to further their studies until the completion of basic education level and upper-secondary school. During the last 3 years, 2010-2011 to 2012-2013, the number of graduates was changing considerably. The results of the number of students who passed the lower secondary education were between 879 and 1,102 and the rate of female was between 21% and 22%, while in upper secondary level, the results of the number of students who passed were between 7,145 and 7,832 and the rate of female ranged from 34.74% to 37.61%.

Table 2.4.4 Outcomes of Continuing Education for Adults

Academic School year

Lower Secondary Education Upper Secondary Education

Applied for exam Passed exam Applied for exam Passed exam

Total Female Total Female Total Female Total Female

2000–01 442 154 283 72 868 361 53 21

2001–02 388 105 317 83 860 148 70 44

2002–03 343 92 201 75 813 120 55 21

2003–04 381 112 287 65 554 68 94 33

2004–05 339 132 218 52 553 163 107 29

2005–06 467 115 383 105 656 148 174 42

2006–07 348 87 255 72 692 162 363 90

2007–08 517 133 445 121 1,684 491 718 225

2008–09 577 145 449 121 4,795 1,682 1,560 558

2009–10 388 89 328 78 8,562 3,074 5,311 2,022

2010–11 1,129 213 912 195 13,483 4,644 7,832 2,946

2011–12 1,223 249 1,102 232 10,041 3,271 7,427 2,700

2012–13 1,226 255 879 196 10,175 3,091 7,145 2,482


25

2.5 Gender Parity and Equality

Eliminating gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015 with a focus on ensuring girls’ full and equal access to and achievement in basic education of good quality.

2.5.1 Preschool Enrollment

The percentage of girls enrolled in Preschool has fluctuated over the last 13 years. Based on the data in Table 2.5.1, in 2000-01 more than 51% of preschool enrollment were girls.

Numbers began to increase in 2010 when the Fast Track Initiative (FTI) program created Preschool opportunities in remote areas. Enrolment reached an all time high of 67.56% during the main implementation period of the FTI program in 2011- 12 and fell quite dramatically again to 50.28% in 2012-13 when the program finished.

Despite the fluctuations, the overall gender parity index has changed little during the last 13 years. It was 1.06 in 2000-01, peaked at 2.08 at the height of the FTI program activity in 2011-12 and returned to 1.05 in 2012-13.

This shows that over the whole 13 year period, Girls enrolment in preschool has been consistently higher than Boys. This is seen as the result of implementing the Gender Mainstreaming Strategic Plan in Education, developing a sustainable network of home based pre-school, community preschool provision and expanding formal Preschool provision in primary schools.

Table 2.5.1 Enrollments in Pre-schools of any Type

School year Total Girl Percentage of girl GPI

2000–01 78,368 40,405 51.55 1.06 2001–02 89,229 44,575 49.95 0.99 2002–03 88,530 43,541 49.18 0.96 2003–04 88,470 48,962 55.34 1.23 2004–05 104,049 52,239 50.20 1.008 2005–06 119,893 60,541 50.49 1.01 2006–07 120,723 60,795 50.35 1.05 2007–08 127,736 63,727 49.88 0.99 2008–09 139,288 63,272 45.42 0.83 2009–10 171,768 86,603 50.41 1.01 2010–11 208,160 104,767 50.33 1.05 2011–12 280,191 140,642 67.56 2.08 2012–13 260,883 131,184 50.28 1.05

Source: MoEYS

2.5.2 Primary School Enrollment 2.5.2.1 Net Admission Rate in Primary School Figure 5.2.2.1 below shows that in school year 2002-2003Net Admission Rate of girls in Primary School was almost 5% lower than boys. However this disparity had been eliminated by 2012-2013

The gender parity index of the net admission rate in primary schools over the last seven years is equal to 1. This means that the boys and girls have equal opportunity to access in primary school. This is mainly because the MoEYS has a policy of promoting enrollment of girls through the establishment of girls’counsellor in all primary schools.

26

Figure 2.5.2.1 Net Admission Rate and Parity Index at Primary Education Level

Source: EMIS, MoEYS

2.5.2.2 Net Enrollment Rate in Primary Schools

From academic years 2002-2003 to 2012-2013 the net enrollment rate of girls in primary school increased from 86.8% to 97.00%.The gender parity index of the net enrollment rate in primary school during the last six years is equal to 1. This means that the boys and girls are equally participating in primary Education. The ministry encourages all schools to implement the child-friendly school policy. One of the key priorities for child friendly schools is that all students should be given equal opportunity to learn. Girls are particularly encouraged to attend school through pro-active support from the community as well as provision of separate toilets and access to girls counseling services in school.

Figure 2.5.2.2: Gender Parity Index in Net Enrollment Rates in Primary Schools

127.

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0.900.92

0.96 0.97 0.961.00

0.97 0.95 0.97

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អ រតារូ ម ចូ ល េរៀ ន ថមី (GIR)

សិ សសរសី


សិ សសរបុស

អ រតារូ ម ចូ ល េរៀ ន ថមី (GIR) GPI

Source: EMIS, MoEYS

NAR Female

NAR Male

NAR GPI

GIR Female

GIR Male

GIR GPI

27

2.5.2.3 Gross Admission rate in Primary School

In school year 2002-2003 Gross Admission rate of girls in Primary School was 14% lower than boys. However this disparity decreased to 3.90% in 2012-2013. The gender parity index of the gross admission rate in primary -schools increased from 0.90 in 2002-2003 to 0.97 in 2012-2013.The means that in 2012-2013 the gross admission rate of students of both genders was about the same.

Figure 2.5.2.3 Gender Parity Index in Gross admission rate in Primary School

127.

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0.96 0.97 0.961.00

0.97 0.95 0.97

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0.00

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1.20





អ រតារូ ម ចូ ល េរៀ ន ថមី (GIR) GPI

Source:EMIS, MoEYS

2.5.2.4 Gross Enrollment Rates in Primary School

In school year 2002-2003 the Gross Enrollment Rates of girls in Primary School was 11.80% lower than boys. This disparity was decreased to 8.00% in 2012-2013. The gender parity index in gross enrollment rates increase from 0.9 in 2002-2003to 0.93in 2012-2013. The MoEYS primary scholarships and re entry programs both contributed to the increase in girls enrollment rate.

Figure 2.5.2.4 Gender Parity Index in Gross Enrollment Rates in Primary

Schools

112.

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0.90 0.92 0.92 0.920.95

0.98 0.97 0.96 0.97 0.95 0.93

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អ រតារួ ម ៃន ការ សិកសា (GER)


អ រតារួ ម ៃន ការ សិកសា (GER)


អ រតារួ ម ៃន ការ សិកសា (GER) GPI

Source:EMIS, MoEYS

GIR Female

GIR Male

GIR GPI

GER Female

GER Male

GER GPI

28

2.5.3 Secondary school Enrollment

2.5.3.1 Gross Enrollment Rate in Lower Secondary School

Figure 2.5.3 1 show that Gender Parity Index (GPI) of gross enrollment rate in lower secondary school increased every year between 2002-2003 and 2012-2013 rising from 0.68 in School Year 2002-2003 to 1.02 in 2012-2013. Significant contributions to this increase were the ministry provision of scholarships giving priority to female students, construction of student dormitories with a priority on accepting girls, and implementation of the policy on expanding lower secondary school provision to every commune.

Figure 2.5.3.1: GPI of Gross Enrollment Rate in Lower Secondary School

Source:EMIS, MoEYS

2.5.3.2 Gross Enrollment Rate of Upper Secondary School

Figure 2.5.3.2 show that GPI of gross enrollment rate in upper secondary school is rapidly increasing. The gender parity index increased from 0.50 in school year 2002-2003 to 0.93 in school year 2012-2013. This means that gap has been reduced at upper secondary school level, especial in school year 2012-2013. The increase is mainly due to the ministry provision of scholarships giving priority to female students, construction of student dormitories with a priority on accepting girls, separate toilets for girls and implementation of the policy on expanding upper secondary school provision to every district.

29

Figure 2.5.3.2 GPI of Gross Enrollment Rate in Upper Secondary School

Source:EMIS, MoEYS

2.5.3.3 Secondary School Students

Lower Secondary Education

1) The net enrollment rate of female students in lower secondary school increased from 33.8%to 37.4% while the enrollment rate of male students increased slightly from 30.2% to 30.6%. The figures show that the net enrollment rate of female students increased more than those of their male counterparts by in 2011-2012. This means that female students have lots of opportunity to get access to lower secondary education.

2) The Lower Secondary repetition rate of female students decreased from 1.30% to 0.90%, while that of male students decreased from 2.60% to 2.00%. This reveals a lower repetition rate for female students than for male students.

3) The drop-out rate of female students in lower secondary increased from 20.10% to 90.70%, while the rate of male students increased from 19.10% to 21.50%. These numbers indicate that the drop-out rate for both female and male students is higher, so as to reduce to lowest rate, attention should be strongly paid.

Upper secondary Education

1) The transition rate of female student’s to upper secondarydecreased from 71.60% in school year 2001-2002 to 71.40% in school year 2012-2013 while the rate of male students decreased from 71.60 to 69.10% over the same period. The gender parity index increased from 1.00 to 1.03 indicating that the transition rate for upper secondary school students has a good gender parity index.

2).The net enrollment rate of female students in upper secondary school increased from 19.40% to 90.80%, between the school year 2001-2002 and school year 2012-2013 while the enrollment rate of male students increased from 19.40% to 88.80%. The Table shows that the net enrollment rate of both male and female students significantly increased in school year 2011-2012. The gender parity index increased from 1.00 to 1.02 indicating that both males and females have equal opportunity to attend upper secondary education.

30

3) Over the same period the repetition rate for upper secondary female students decreasedfrom 1.10% to 1.00%, while the rate of male students decreased from 2.40% to 2.10% indicating that achievement rates of female students were better than those of male students.

4) The drop-out rate of female students at upper secondary level increased from 10.70% to 12.20%between school year 2009-2010 and school year 2012-2013.The drop-out rate of male students increased from 12.60% to 15.60%, Thisindicates that the promotion rate of both female and male students remains stable, so as to reduce the rate, attention should be strongly paid.

Table 2.5.3.3: Enrollment of Upper and Lower Secondary School Students

Indicator

Lower secondary school Upper secondary school

2009-2010 2010-2011 2011-2012 2012-2013 2009-2010 2010-2011 2011-2012 2012-2013

Female Male Female Male Female Male Female Male Female Male Female Male Female Male Female Male

Net enrollment rate 33.8 30.2 37.2 33.0 37.4 30.6 NA NA 19.4 19.4 20.5 20.6 90.8 88.8 NA NA

Transition rate 81.3 79.2 80.6 78.0 80.6 78.9 81.1 72.7 71.6 71.6 70.3 69.4 76.3 74.0 71.4 69.1

Promotion rate 78.6 78.3 76.9 76.6 80.3 78.5 78.3 76.5 88.2 85.1 85.4 83.0 89.1 88.2 86.8 82.3

Repetition rate 1.3 2.6 1.2 2.3 1.0 1.5 0.9 2.0 1.1 2.4 1.5 2.8 1.1 1.7 1.0 2.1

Drop-out rate 20.1 19.1 21.9 21.6 18.7 20.0 20.9 21.5 10.7 12.6 13.1 14.2 9.8 10.1 12.2 15.6

Source: MoEYS

2.5.3.4 Secondary Enrollment of Students in Urban and Rural areas

Lower Secondary Education

1)The transition rate lower secondary education for female students in urban areas increased from 81.30% to 83.60% between 2009 and 2011and the transition rate in rural areas increased from 71.60% to 73.50% over the same period. Transition rates in urban areas have an overall gender parity index increase from 1.02 to 1.04. The gender parity index in rural areas has increased from 1.00 to 1.04. However overall the gender parity index slightly favors female students.

2) Between 2009 and 2011the promotion rate of female students in urban areas increased from 78.60% to 78.90%, and the promotion rate in rural areas increased from 88.20% to 89.20%. The gender parity index in urban areas increased from 1.00 to 1.03, and the index in rural areas increased from 1.03 to 1.04. The promotion rate of female students in urban areas was lower than the rate in rural areas ranging from 9.60 to 10.3 percentage points. The gender parity index in both urban and rural areas slightly favored female students. This indicates that the achievement rates of female students are better than male students.

3) Over the period 2009 -2011 the repetition rate of female students in urban areas decreased from 1.30% to 1.00%, and the rate in rural areas decreased from 1.10% to 1.00%. The gender parity index in urban areas decreased from 0.50 to 0.38, while the gender parity index in rural areas decreased from 0.45 to 0.28. This data indicates that the achievement rates of female students were better than those of male students.

4) Between the 2009 and 2011, the drop-out rate of female students in urban areas decreased from 22.30% to 20.10%, and the rate in rural areas decreased from 16.30% to 10.70%. However an analysis of the gender parity index reveals that the drop-out rate of female students in both urban and rural areas was lower than that of male students in the school year 2011–2012.

31

Upper Secondary Education

1) Between 2009 and 2012 the net enrollment rate of female students in urban areas increased from 38.50% to 50.30%, and the rate in rural areas decreased from 14.30% to 12%. This was for three main reasons. Firstly thereis limited access to upper secondary education in rural areas and many villages still lacked upper secondary schools. Secondly rural families are generally poor and girls are encouraged to enter the labormarket early. Thirdly rural girls marry when they are very young. The gender parity index in urban areas increased from 0.90 to 1.10, while the gender parity index in rural areas decreased from 1.01 to 0.89. An analysis of these numbers reveals that net the enrollment rate of female students in urban areas is higher than in rural areas. This is because access to schools in urban areas is easier than in rural areas. To increase female student enrollment at upper secondary level in rural areas the MoEYS has a policy to construct at least one upper secondary school per district and dormitories for female students.

2) The gender parity index in urban areas has been stable at 1.04 between 2009 and 2012 while it has increased from 0.98 to 1.00 in rural areas. This indicates that in the academic year 2011-2012– both male and female students, in urban and rural areas had an equal opportunity to learn in secondary education.

3) The promotion rate of female students in urban areas increased from 93.80% to 95.80%, between 2009 and 2012, while the rate in rural areas increased from 84.40% to 85.80%. The gender parity index in urban areas increased from 1.03 to 1.05, while the index in rural areas increased from 1.02 to 1.03.

4) The repetition rate of female students in urban areas increased from 0.80% to 1.50%, while the rate in rural areas increased from 1.30% to 3.50%. This means that the repetition rate of female students increased in both urban and rural areas. This was most likely the result of over-age enrolment in upper secondary education.

5) The drop-out rate of female students in urban areas decreased from 7.90% to 5.40%, while the rate in rural areas increased from 14.20% to 19.50%. This was likely caused by an increase in labor market opportunities which were more attractive to girls and they marry when they are very young.

Table 2.5.3.4 Upperand Lower Secondary Schools Student Indicators in Urban and Rural Areas

Indicator

2009-2010 2010-2011 2011-2012

Lower secondary school

Urban areas Rural areas Urban areas Rural areas Urban areas Rural areas

Female Male Female Male Female Male Female Male Female Male Female Male

Net enrollment rate 33.8 30.2 19.4 19.4 37.2 33.0 20.5 20.6 38.5 35.0 24.5 22.6

Transition rate 81.3 79.2 71.6 71.6 80.6 78.0 70.3 69.4 83.6 80.0 73.5 70.4

Promotion rate 78.6 78.3 88.2 85.1 76.9 76.6 85.4 83.0 78.9 76.6 89.2 86.0

Repetition rate 1.3 2.6 1.1 2.4 1.2 2.3 1,5 2.8 1.0 2.6 1.0 3.5

Dropout rate 22.3 19.1 16.3 12.6 21.9 21.6 13.1 14.2 20.1 23.9 10.7 16.4

Indicator

2009-2010 2010-2011 2011-2012

Upper secondary school

Urban areas Rural areas Urban areas Rural areas Urban areas Rural areas

Female Male Female Male Female Male Female Male Female Male Female Male

Net enrollment rate 38.5 42.7 14.3 14.1 45.2 48.4 15.0 14.9 50.3 45.4 12.0 13.4

Transition rate 94.3 90.6 64.0 65.0 95.5 90.9 62.3 62.4 96.3 92.5 68.5 67.9

Promotion rate 93.8 90.5 84.4 81.7 91.8 89.2 81.7 79.6 95.8 91.2 85.8 81.3

Repetition rate 0.8 1.8 1.3 2.7 1.1 2.4 1.7 3.1 1.5 2.5 3.5 4.8

Dropout rate 7.9 7.7 14.2 15.6 7.1 8.4 16.6 17.3 5.4 8.9 19.5 18.9

Source:EMIS, MoEY

32

2.5.4 Literacy Program

2.5.4.1 Outcomes of Adult Literacy

Percentage of Enrolments in the female adult literacy program rose steadily. Enrolments began a fairly rapid decline from 2001 with a low of 53.63.. These issues cause by enrolment rate increased in formal education .However Percentage Enrolments of female enrolments was consistently higher than male enrolments throughout these period.

And the percentage of female adults graduating from the literacy program decreased from 70.74% to 68.40% over the period 2000 – 2013; but this number still show that the female are graduated more than male.

Table 2.5.4.1: The Results of Adult Literacy

Yearof Imple-mentation Enrolment in Adult Literacy program GraduatedStudents

Total Female percentage Total Female percentage

2000 30,449 75.68 16,730 70,74

2001 59,855 53.63 38,391 77.05

2002 71,236 71.72 42,368 70.10

2003 105,034 68.05 69,533 72.39

2004 105,430 67.96 76,619 69.28

2005 119,686 58.81 76,984 67.57

2006 87,008 54.05 67,865 61.96

2007 55,379 68.01 39,816 68.85

2008 58,771 66.34 42,726 67.50

2009 52,078 65.91 41,169 67.71

2010 30,806 65.02 25,273 65.71

2011 34,964 62.54 26,510 68.78

2012 35,425 61.71 26,890 66.49

2013 29456 66.65 23259 68.40

Source: Ministry of Education, Youth andSports

2.5.4.2 Re-entry Program

From 2006 to 2013, the percentage of female students attending the re-entry program decreased from 47.29% to 45.90%.And, the percentage of female students continuing also decreased from 48.21% to 45.94%. This means that female students have less opportunity than the male students to attend the re-entry program. This was likely caused by increasing of labor market which more attractive to girls.

Table 2.5.4.2 Re-entry Program

AcademicYear TrainedStudents ContinuingStudents

Total Female percentage Total Female percentage

2006-2007 28,918 47.29 24,314 48.21

2007-2008 12,741 45.03 10,031 44.08

2008-2009 26,176 46.55 22,915 46.46

2009-2010 28,195 44.89 28,195 44.89

2010-2011 21,366 46.34 21,366 46.34

2011-2012 24,383 45.67 24,383 45.67

2012-2013 17397 45.90 15052 45.94


33

2.5.4.3 Income Generating Program Through Community Learning Centers

TheGender Mainstreaming Strategic Plan included an Income Generating Program held in community learning centers. It was designed to help both males and females skills to improve their income. The focus was on encouraging females to participate. The percentage of female students attending the program increased from 17.91% in the 2007-2008 to 60.92% in 2012-2013, meaning that more women attended this program than men.

The percentage of women who graduated from the program increased from 39.27 in 2007-2008 to 85.31 in 2012-2013. Therefore, overall, more women successfully completed the program than men and the program met its objectives.

Table 2.5.4.3 Income Generating Program through Community Learning Centers

Schoolyear Studentsattending Students who Graduated

Total Female Female percentage Total Female Femalepercentage

2007-2008 6,542 1,172 17.91 3,875 1,522 39.27

2008-2009 6,876 2,479 36.05 4,038 2,285 56.58

2009-2010 8,982 4,903 54.58 7,357 4,000 54.36

2010-2011 10,456 5,591 53.47 9,122 4,819 52.82

2011-2012 10,507 6,310 60.05 7,137 4,881 68.39

2012-2013 8,783 5,351 60.92 7,208 4,565 68.39


2.5.5 Teachers

2.5.5.1 Teacher Training

The number of females graduating as teachers each year from 2000 – 2013 is as follows:

1) Pre-school teachers: the percentage of female teachers being trained increased from 94% to 98.04%.

2) Primary school teachers: the percentage of female teachers increased from 45% to 65.50%.

3) Lower secondary school teachers: the percentage of female teachers increased from 40% to 55.44%.

4) Higher education teachers : the percentage of female teachers increased from 32% to 38.16%,this indicates that the Royal Government gives priority and encourages females to follow a professional teaching career.

34

Table 2.5.5.1: Results of Pre School and Primary teacher training graduation exams

Year of graduation exam Preschool teacher Primary school teacher

Total % Female Total % Female

2000-01 108 94 2,781 45.0

2001-02 99 96 2,900 42.0

2002-03 102 97 3,001 36.0

2003-04 100 95 3,003 38.0

2004-05 193 98 2,913 38.0

2005-06 99 98 1,376 41.2

2006-07 102 97 2,176 45.0

2007-08 100 95 2,162 49.0

2008-09 96 97 2,052 53.0

2009-10 199 96.4 1,936 56.0

2010-11 200 96.0 1,962 58.04

2011-12 200 98.5 2,000 69.35

2012-13 205 98.04 1,948 65.50

Results of Lower Secondary and Higher school teacher training graduation exams

Year of graduation exam Lower secondary school teacher Upper Secondary school teacher

Total % female Total % Female

2000-01 1,096 40 249 32

2001-02 1,131 45 253 33

2002-03 1,959 39 318 28

2003-04 1,312 40 331 24

2004-05 1,263 33 358 25

2005-06 888 33 491 25

2006-07 1,942 39 550 29

2007-08 1,645 45 488 27

2008-09 1,431 53.3 500 27

2009-10 1,390 49.4 685 33

2010-11 1,492 54.8 969 34

2011-12 1,500 54.93 1,000 28

2012-13 1,423 55.44 1,022 38.16

Source:MoEYS

2.5.5.2 Nationwide situation of Preschool Teachers

From 2000 to 2013, the number of female Preschool teachers increased from 2,181 to 4,309, while over the same period, the percentage of female Preschool teachers decreased from99.08%to96.75%. These figures show that the number of female preschool teachers is higher than males while at the same time males are encouraged to become preschool teachers.

35

Table 2.5.5.3Number of Preschool teachers School year Total Female %Female

2000-01 2,181 2,161 99.08

2001-02 2,346 2,321 98.93

2002-03 2,538 2,502 98.58

2003-04 2,697 2,658 98.55

2004-05 2,833 2,788 98.41

2005-06 2,882 2,827 98.09

2006-07 2,978 2,917 97.95

2007-08 3,130 3,073 98.17

2008-09 3,247 3,182 97.99

2009-10 3,353 3,267 97.43

2010-11 3,711 3,593 96.82

2011-12 4,032 3,844 95.33

2012-13 4,309 4,169 96.75

Source:EMIS, MoEYS

2.5.5.3 Nationwide situation of Primary School Teachers

In the school year2006-2007, 42.62% of primary school teachers were female. This number increased to 49.34 in the school year 2012–2013,meaning that percentage of femaleofprimary school teachers has increased significantly and women have more opportunities in teaching professional career.

Figure 2.5.5.3.1: Number of primary school teachers by

gender

Source:EMIS, MoEYS

The number of non-teaching staff increased between the school year 2000-2001 and 2006-2007 and steadily decreased. This indicates that the Ministry of Education, Youth and Sport puts emphasis on the deployment and use of non-teaching staff. In particular, female non-teaching staff steadily increased, but is still low compared with male non-teaching staff.

36

Figure 2.5.5.3.2: Non-teaching primary schoolteachersbygender

Source:EMIS, MoEYS

2.5.5.4 Nationwide situation of Lower Secondary School Teachers

From school year 2000-2001 to 2012-2013, the percentage of lower secondary school female teachers increased from 29.06%to39.26%. This means that more females gained access to post-basic education which then allowed them to be trained as Lower Secondary School Teachers.

Table 2.5.5.4: Lower secondary school teachers

School year Total Female %Female

2000-01 18,952 5,508 29.06

2001-02 19,650 5,903 30.04

2002-03 19,841 6,109 30.78

2003-04 21,307 6,710 31.49

2004-05 21,985 6,897 31.37

2005-06 21,729 6,681 30.74

2006-07 24,052 7,568 31.46

2007-08 27,240 8,893 32.64

2008-09 27,784 9,384 33.77

2009-10 28,252 9,582 33.91

2010-11 30,012 10,757 35.84

2011-12 31,698 11,778 37.15

2012-13 31,815 12,492 39.26

Source:EMIS, MoEYS

2.5.5.5 Nationwide situation of Upper Secondary School Teachers

From school year 2000-2001 to 2012-2013, the percentage of upper secondary school female teachers increased from 24.60% to 27.05%. This is likely the percentage of females in higher education is still limited and the labor market is more attractive to women than men.

GPI of non-teaching teacher

Number of non-teaching teachers

37

Table 2.5.5.5: Upper secondary school teachers

School year Total Female %Female

2000-01 5,000 1,230 24.60

2001-02 5,234 1,224 23.38

2002-03 6,070 1,486 24.48

2003-04 6,341 1,590 25.07

2004-05 6,829 1,853 27.13

2005-06 7,981 2,422 30.34

2006-07 7,722 2,207 28.58

2007-08 7,857 2,162 27.51

2008-09 10,681 3,036 28.42

2009-10 11,680 3,626 31.04

2010-11 11,686 3,401 29.10

2011-12 11,706 3,374 28.82

2012-13 12,880 3,485 27.05

Source:EMIS, MoEYS

2.5.6 Higher Education

From school year2000-2001 to 2012-2013, the percentage of higher education female students in public institutions increased from 21.00% to 38.81% and the percentage of higher education female students in private institutions increased from 23.53% to 40.79%. This means that female students have increasingly more access to higher education.

Table 2.5.6: Bachelor degree students in Higher Education

Bachelor Degree Students in Public Institutions Bachelor Degree Students in Private Institutions

Schoolyear Total Female %Female Total Female %Female

2000-01 26,361 5,538 21.00 5,579 1,313 23.53

2001-02 23,340 7,071 30.29 8,400 2,080 24.76

2002-03 23,481 7,288 31.03 17,828 5,178 29.04

2003-04 25,201 8,335 33.07 19,654 5,751 29.26

2004-05 22,433 7,725 34.43 25,098 7,515 29.94

2005-06 31,241 10,883 34.83 43,622 13,748 31.51

2006-07 38,373 13,714 35.73 53,967 18,776 34.79

2007-08 46,375 16,900 36.44 63,695 23,304 36.58

2008-09 55,576 21,381 38.47 81,677 31,426 38.47

2009-10 67,183 26,201 38.99 94,333 37,461 39.71

2010-11 80,606 31,609 39.21 105,312 42,216 40.09

2011-12 90,171 36,711 40.71 117,495 46,752 39.79

2012-13 96,460 37,444 38.81 119,593 48,791 40.79

Source:EMIS, MoEYS

2.5.7 Program Budget for Gender

Before 2007, the program budget for thegender program was allocated by sub-sector. Since 2007, the Ministry of Education, Youth and Sport has allocated a specific program budget for gender mainstreaming. Gender promotion is conducted through the use of program budget and additional assistance from development partners.

38

Table 2.5.7: Program Budget for Gender Work

Schoolyear Budgetof the Ministry of Education, Youth and Sports Genderbudget Percentage

2007-2008 126,281,000,000 230,800,000 0.18

2008-2009 126,585,000,000 172,200,000 0.13

2009-2010 127,032,000,000 102,800,000 0.08

2010-2011 137,575,100,000 115,000,000 0.08

2011-2012 141,537,700,000 110,100,000 0.07

2012-2013 150,238,500,000 111,900,000 0.07

Source:MoEYS

2.6 Quality of Education

Improve all aspects of education quality and ensure best practice in all sectors so that recognized and measurable learning outcomes are achieved by all, especially in literacy, numeracy, and essential life skills.

2.6.1 Number of Pre-school Teachers by Academic Qualification

Table 2.6.1 shows that in the school year1999-2009,160 preschool teachers completed upper secondary education (155 female). In the school year2012-2013, this number had increased to 2,104 (2,018 female) within the 14-year period. In the school year1999-2000, no preschool teacher had completed a bachelor degree, but this increased to 64 (63 female) by school year2012-2013.

Table 2.6.1 Number of Pre-School Teachers by Academic Qualification

SchoolYear

Academic Qualification

Primary Lower secondary Upper secondary Bachelor Master Ph.D.

Total Female Total Female Total Female Total Female Total Female Total Female

1999-2000 172 168 1,593 1,588 160 155 0 0 0 0 0 0

2000-2001 155 154 1,613 1,613 219 209 5 5 0 0 0 0

2001-2002 155 154 1,716 1,713 273 263 4 4 0 0 0 0

2002-2003 156 155 1,876 1,870 345 331 2 2 0 0 0 0

2003-2004 170 170 1,995 1,986 362 345 1 1 0 0 0 0

2004-2005 177 177 2,059 2,049 413 397 1 1 0 0 0 0

2005-2006 171 169 2,168 2,146 369 356 0 0 0 0 0 0

2006-2007 54 54 1,969 1,944 782 764 5 4 0 0 0 0

2007-2008 81 80 1,971 1,951 903 878 5 5 0 0 0 0

2008-2009 83 77 1,994 1,971 991 965 23 22 0 0 0 0

2009-2010 76 73 1,957 1,921 1,152 1,118 26 24 0 0 0 0

2010-2011 86 80 1,918 1,878 1,510 1,452 35 32 0 0 0 0

2011-2012 63 57 1,842 1,776 1,916 1,813 59 56 1 1 0 0

2012-2013 57 55 1,767 1,724 2,264 2,173 64 63 0 0 0 0

Source:EMIS, MoEYS

39

2.6.2 Percentage of Pre-school Teachers and Female Teachers by Academic Qualification

Table 2.6.2 shows that the percentage of pre-school teachers who completed only primary education decreased from 8.94% to 1.37% between school year 1999-2000 and school year 2012-2013. Meanwhile, over the same period, the number of pre-school teachers who had completed only lower secondary education decreased from 82.8% to 42.6% between school year 1999-2000 and school year 2012-2013.This was a 40.2percentage points decrease over the 14-year period. Also, there was a significant increase in the percentage of pre-school teachers who completed upper secondary education. This rosefrom 8.31% to 54.5% between school year 1999-2000 and school year 2012-2013. This was an increase of 46.2 percentage points over the 14-year period was in part due to increased access to schools, particularly in rural areas, and in part due to teachers pro-actively improving their own education level. Meanwhile, there was also a small increase in the percentage of pre-school teachers who completed a bachelor degree, from 0.0% to 1.54% between school year 1999-2000 and school year 2012-2013. These results illustrate the increased capacity of pre-school teachers to improve their capacity which in turn led to improvement in learning and teaching quality.

Female pre-school teachers who completed only lower secondary education decreased from 83.10% to 42.94% between school year 1999-2000and school year 2012-2013. This was a decrease of 40.16 percentage points over the 14-year period. Furthermore, female pre-school teachers who completed an upper secondary educationincreased from 8.11% to 54.12% between school year 1999-2000 and school year 2012-2013. No female preschool teachers who have completed higher education in the school year 1999-2000 but there was 1.57% in the school year 2012-2013.

Table 2.6.2: Percentage of Pre-school Teachers and Female Teachers by Academic Qualification

SchoolYear




1999-2000 8.94 8.79 82.75 83.10 8.31 8.11 0.00 0.00 0.00 0.00 0.00 0.00

2000-2001 7.78 7.77 80.97 81.42 10.99 10.55 0.25 0.25 0.00 0.00 0.00 0.00

2001-2002 7.22 7.22 79.89 80.27 12.71 12.32 0.19 0.19 0.00 0.00 0.00 0.00

2002-2003 6.56 6.57 78.86 79.30 14.50 14.04 0.08 0.08 0.00 0.00 0.00 0.00

2003-2004 6.72 6.79 78.92 79.38 14.32 13.79 0.04 0.04 0.00 0.00 0.00 0.00

2004-2005 6.68 6.75 77.70 78.09 15.58 15.13 0.04 0.04 0.00 0.00 0.00 0.00

2005-2006 6.31 6.33 80.06 80.34 13.63 13.33 0.00 0.00 0.00 0.00 0.00 0.00

2006-2007 1.92 1.95 70.07 70.28 27.83 27.62 0.18 0.14 0.00 0.00 0.00 0.00

2007-2008 2.74 2.75 66.59 66.95 30.51 30.13 0.17 0.17 0.00 0.00 0.00 0.00

2008-2009 2.69 2.54 64.51 64.94 32.06 31.80 0.74 0.72 0.00 0.00 0.00 0.00

2009-2010 2.37 2.33 60.95 61.26 35.88 35.65 0.81 0.77 0.00 0.00 0.00 0.00

2010-2011 2.42 2.32 54.04 54.56 42.55 42.18 0.99 0.93 0.00 0.00 0.00 0.00

2011-2012 1.62 1.54 47.46 47.96 49.37 48.96 1.52 1.51 0.03 0.03 0.00 0.00

2012-2013 1.37 1.37 42.56 42.94 54.53 54.12 1.54 1.57 0.00 0.00 0.00 0.00

Source:EMIS, MoEYS

40

2.6.3 Number of Primary School Teachers by Academic Qualification and Gender

Table 2.6.3: Number of Primary School Teachers by Academic Qualification and Gender

School Year




1999-2000 172 168 1,593 1,588 160 155 0 0 0 0 0 0

2000-2001 3,751 948 34,043 13,662 7,183 2,965 175 46 0 0 0 0

2001-2002 3,431 874 35,038 13,892 9,023 3,832 162 57 0 0 0 0

2002-2003 3,558 944 34,342 14,028 10,425 4,447 108 43 0 0 0 0

2003-2004 3,521 987 34,562 14,395 11,419 4,775 101 42 0 0 0 0

2004-2005 3,404 985 34,531 14,491 12,098 5,160 107 42 0 0 0 0

2005-2006 3,276 1,070 34,154 14,479 12,864 5,440 84 33 0 0 0 0

2006-2007 1,299 373 26,233 11,506 20,211 8,474 248 103 0 0 0 0

2007-2008 1,330 402 25,332 11,334 19,907 8,528 351 158 0 0 0 0

2008-2009 1,110 331 24,206 11,058 19,606 8,723 587 267 0 0 0 0

2009-2010 1,041 325 22,109 10,268 21,570 9,865 808 334 0 0 0 0

2010-2011 853 275 19,534 9,294 23,598 11,175 1,406 590 13 8 0 0

2011-2012 721 225 17,094 8,233 25,841 12,656 1,623 651 17 7 1 0

2012-2013 588 190 14,893 7,246 27,105 13,675 2,226 927 28 10 1 0

Source:EMIS, MoEYS

2.6.4Percentage of Primary School Teachers and Female Teachers by Academic Qualification

Table 2.6.4 shows that the total percentage of primary school teachers who only achieved a primary level education decreased from 8.54% to 1.31% between school year 1999-2000 and school year 2012-2013. This means that there was a decrease of 7.2 percentage points over the 14-year period. This was mainly due to a) the introduction of the basic education teacher training program in 2006 b) increased recruitment for replacement of retired teachers, and c) internal examinations for upgrading teachers’ salary scales and cadre. The number of teachers who completed lower secondary education also decreased from 77.0% to 33.2% between school year 1999-2000 and school year 2012-2013, giving a decrease of 43.8 percentage points. Meanwhile, there was a significant increase in the number of teachers who completed an upper secondary education. This rose from 14.1% to 60.4% between school year 1999-2000 and school year 2012-2013.this meansincreasing by 46.3 % in the period of 14 years.Teachers gaining bachelor degrees increased from0.35% to4.96%between school year 1999-2000 and school year 2012-2013,i.e increased by 4.6 percentage points.These indicators show that by 2012-2013 most primary school teachers had completed an upper secondary education, and some of them had completed a bachelor degree. This capacity building of primary school teachers contributed to the improvement of education quality.

The number of female primary school teachers who only completed a lower secondary education decreased from 79.69% to 32.86% between school year 1999-2000 and school year 2012-2013. Female teachers who completed an upper secondary educationl increased from 14.46% to 62.02% between school year 1999-2000 and school year 2012-2013. This means there was a increase of 47.56 percentage points over the 14-year period. Female teachers who completed bachelor degrees increased from 0.27% to 4.20% between school year 1999-2000 and school year 2012-2013, meaning there was an increase of 3.93 percentage points.

41

Table 2.6.4Percentage of Primary School Teachers and Female Teachers by Academic Qualification

SchoolYear


Primary Lower secondary Upper Secondary Bachelor Master Ph.D.


1999-2000 8.54 5.58 77.00 79.69 14.12 14.46 0.35 0.27 0.00 0.00 0.00 0.00

2000-2001 8.31 5.38 75.40 77.53 15.91 16.83 0.39 0.26 0.00 0.00 0.00 0.00

2001-2002 7.20 4.69 73.53 74.47 18.93 20.54 0.34 0.31 0.00 0.00 0.00 0.00

2002-2003 7.35 4.85 70.91 72.08 21.52 22.85 0.22 0.22 0.00 0.00 0.00 0.00

2003-2004 7.10 4.89 69.68 71.27 23.02 23.64 0.20 0.21 0.00 0.00 0.00 0.00

2004-2005 6.79 4.76 68.87 70.08 24.13 24.95 0.21 0.20 0.00 0.00 0.00 0.00

2005-2006 6.50 5.09 67.80 68.88 25.53 25.88 0.17 0.16 0.00 0.00 0.00 0.00

2006-2007 2.71 1.82 54.66 56.25 42.11 41.43 0.52 0.50 0.00 0.00 0.00 0.00

2007-2008 2.83 1.97 53.99 55.50 42.43 41.76 0.75 0.77 0.00 0.00 0.00 0.00

2008-2009 2.44 1.62 53.19 54.26 43.08 42.80 1.29 1.31 0.00 0.00 0.00 0.00

2009-2010 2.29 1.56 48.56 49.38 47.38 47.45 1.77 1.61 0.00 0.00 0.00 0.00

2010-2011 1.88 1.29 43.02 43.55 51.97 52.36 3.10 2.76 0.03 0.04 0.00 0.00

2011-2012 1.59 1.03 37.74 37.81 57.05 58.13 3.58 2.99 0.04 0.03 0.00 0.00

2012-2013 1.31 0.86 33.21 32.86 60.45 62.02 4.96 4.20 0.06 0.05 0.00 0.00

Source:EMIS, MoEYS

2.6.5 Number of Secondary School Teachers by Academic Qualification and Gender Table 2.6.5: Number of Secondary School Teachers by Academic Qualification and Gender

School Year




1999-2000 175 34 9,381 2,627 4,756 1,370 3,597 763 0 0 0 0

2000-2001 154 30 9,711 2,844 5,732 1,867 4,071 917 0 0 0 0

2001-2002 101 22 9,582 2,764 7,132 2,451 3,991 894 0 0 0 0

2002-2003 185 58 10,279 3,058 8,207 2,922 4,156 960 0 0 0 0

2003-2004 226 76 9,534 2,836 10,028 3,612 4,431 1,075 0 0 0 0

2004-2005 166 52 9,489 2,825 11,037 4,010 4,415 1,077 0 0 0 0

2005-2006 228 65 9,209 2,768 11,945 4,379 4,138 1,033 0 0 0 0

2006-2007 64 21 6,580 2,101 15,574 5,418 4,955 1,306 0 0 0 0

2007-2008 141 50 6,255 2,036 18,187 6,463 5,273 1,439 0 0 0 0

2008-2009 99 27 5,842 1,954 20,239 7,459 6,283 1,681 0 0 0 0

2009-2010 58 23 5,657 1,989 20,965 7,840 7,081 2,027 0 0 0 0

2010-2011 27 9 5,371 1,973 21,049 8,220 8,612 2,541 421 88 0 0

2011-2012 64 27 5,198 1,959 21,671 8,785 9,867 2,997 427 56 0 0

2012-2013 87 36 4,582 1,724 21,772 9,173 11,278 3,447 492 86 0 0

Source:EMIS, MoEYS

42

2.6.6 Percentage of Secondary School Teachers and Female Teachers by Academic Qualification

Figure 2.6.6 shows that the total number of secondary school teachers who completed only lower secondary education decreased from 52.38% to 11.99% betweenschool year 1999-2000 and school year 2012-2013, meaning that there was a decrease of 40.39 percentage points. Secondary school teachers who completed upper secondary education increased from 26.56% to 56.98% between school year 1999–2000 and school year 2012-2013, meaning that there was an increase of 30.42 percentage points over the 14-year period. The percentage of teachers who gained a bachelor degree increased from 20.08% to 29.52% between school year 1999-2000 and school year 2012-2013, meaning that there was an increase of 9.44 percentage points.

The number of female secondary school teachers who only completed lower secondary education decreased from 54.80% to 11.92% between school year 1999-2000 and school year 2012-2013, resulting in a decrease of 42.88 percentage points. Female secondary school teachers who completed an upper secondary education also increased. The number rose from 28.58% to 63.41% between school year 1999-2000 and school year 2012-2013, meaning that was an increase of 34.83 percentage points over the 14-year period. This increase was mainly due to the introduction of the basic education teacher training program for primary school teachers, and the increased qualifications required for newly recruited teachers to replace retired teachers and internal examinations for upgrading teacher’s cadre. Female teachers who completed BA degree increased from 15.92% to 23.83% between school year 1999-2000 and school year 2012-2013, meaning that there was an increase of 7.91 percentage points.

Table 2.6.6: Percentage of Secondary School Teachers and Female Teacher by Academic Qualification

SchoolYear




1999-2000 0.98 0.71 52.38 54.80 26.56 28.58 20.08 15.92 0.00 0.00 0.00 0.00

2000-2001 0.78 0.53 49.37 50.27 29.14 33.00 20.70 16.21 0.00 0.00 0.00 0.00

2001-2002 0.49 0.36 46.05 45.08 34.28 39.98 19.18 14.58 0.00 0.00 0.00 0.00

2002-2003 0.81 0.83 45.03 43.70 35.95 41.75 18.21 13.72 0.00 0.00 0.00 0.00

2003-2004 0.93 1.00 39.37 37.32 41.41 47.53 18.30 14.15 0.00 0.00 0.00 0.00

2004-2005 0.66 0.65 37.79 35.47 43.96 50.35 17.58 13.52 0.00 0.00 0.00 0.00

2005-2006 0.89 0.79 36.09 33.57 46.81 53.11 16.21 12.53 0.00 0.00 0.00 0.00

2006-2007 0.24 0.24 24.22 23.75 57.31 61.25 18.24 14.76 0.00 0.00 0.00 0.00

2007-2008 0.47 0.50 20.95 20.38 60.92 64.71 17.66 14.41 0.00 0.00 0.00 0.00

2008-2009 0.30 0.24 18.00 17.57 62.34 67.07 19.35 15.12 0.00 0.00 0.00 0.00

2009-2010 0.17 0.19 16.76 16.74 62.10 66.00 20.97 17.06 0.00 0.00 0.00 0.00

2010-2011 0.08 0.07 15.14 15.38 59.33 64.06 24.27 19.80 1.19 0.69 0.00 0.00

2011-2012 0.17 0.20 13.96 14.17 58.21 63.55 26.50 21.68 1.15 0.41 0.00 0.00

2012-2013 0.23 0.25 11.99 11.92 56.98 63.41 29.52 23.83 1.29 0.59 0.00 0.00

Source:EMIS, MoEYS

43

2.6.7 Percentage of Trained Teachers by Education Level

The data in Table 2.6.7 shows that by school year 2012-2013 almost all teachers at all educational levels were qualified in which preschool teachers were 98.00%, primary school teachers increased from 96.2%to 99.3% between school year 1999–2000 and school year 2012-2013. Meanwhile, the number of qualified secondary school teachers was99.3% in the same period.

Table 2.6.7: Percentage of Trained Teachers by Education Level

Education

level

1999-

2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Preschool 97.2 98.4 98.3 98.6 98.5 98.9 99.4 99.5 99.0 98.6 98.5 98.3 98.5 98.0

Primary 96.2 96.2 96.3 96.4 96.5 97.7 98.6 98.7 98.6 98.8 99.1 99.1 99.1 99.3

Secondary 99.6 99.7 99.7 99.7 99.8 99.8 99.7 99.3 99.1 99.5 99.5 99.3 99.3 99.3

Source:EMIS, MoEYS

2.6.8 Pupil Teacher Ratio byEducation Level

Table 2.6.8 shows that the pupil teacher ratio for pre-school increased from 26.3 to 30.9 between school year 1999-2000 and school year 2012-2013. The pupil teacher ratio in primary school decreased from 50.6 to 48.5 between school year 1999-2000 and school year 2012-2013. This was mainly due to increasing the number of teachers and school buildings. The pupil teacher ratio in lower secondary schools slightly increased from 16.7 to 19.8 between school year 1999-2000 and school year 2012-2013, as more children was completed the full nine years of education. Meanwhile, the pupil teacher ratio in upper secondary school also changed slightly from 27.5 to 25.9 between school year 1999-2000 and school year 2012-2013, as increased number of teachers upgraded their qualifications and began to teach at upper secondary education.

Table 2.6.8: Pupilteacher ratio by Education Level

Education level 1999-

2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Preschool 26.3 28.0 29.7 27.2 28.6 27.3 27.9 27.7 26.9 29.1 30.9 29.1 31.3 30.9

Primary 50.6 53.3 56.8 56.7 55.4 53.5 50.8 51.3 49.3 49.7 49.2 48.3 47.3 48.5

Lower secondary 16.7 18.3 21.4 23.9 24.7 27.7 31.7 30.6 27.5 25.7 24.4 22.1 20.0 19.8

Upper secondary 27.5 25.3 25.8 23.7 27.3 29.4 29.5 33.2 38.5 31.9 32.2 33.3 31.3 25.9

Source:EMIS, MoEYS

2.6.9 Pupil-Class Ratio by Education Level

Table 2.6.9 shows that the pupil class ratio in pre-school slightly decreased from 33.2 to 30.2 between school year 1999-2000 and school year 2012-2013.The pupil-class ratio in primary school over the same 14-year period decreased by 6.5 from 43.4 to 36.9 between school year 1999-2000 and school year 2012-2013. This was mainlydue to increasing the number of school buildings andteachers.Meanwhile, the pupil class ratio in lower secondary school increased from 39.2 to 43.9 between school year 1999-2000 and school year 2012-2013, meaning that therewasan increase of 4.7 over the 14-year period.Thepupil class ratio in upper secondary school over the 14-year perioddecreased by 2.4, from 47.8 to 45.4 between school year 1999-2000 and school year 2012-2013. Thiswas also due to an increase in the number of qualified teachers entering theupper secondary school system.

Table 2.6.9: Pupilclass ratio byEducationLevel

44


2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Preschool 33.2 34.8 36.0 31.7 32.8 31.2 31.4 30.6 29.7 30.9 31.9 30.9 30.3 30.2

Primary 43.4 43.4 44.6 45.9 45.0 43.5 41.3 40.2 38.3 37.6 38.6 38.0 36.6 36.9

Lower secondary 39.2 41.3 45.1 47.2 48.1 49.2 49.9 47.8 45.8 45.6 44.9 44.9 44.2 43.9

Upper secondary 47.8 45.7 46.4 47.1 48.6 50.4 51.3 51.8 51.7 52.2 51.3 49.3 47.1 45.4

Source:EMIS, MoEYS

2.6.10 Textbook-Pupil Ratio in Primary School

Table 2.6.10 shows that the Royal Government has focused attention on increasing the budget for free textbooks to all primary school students according to the ratio: three textbooks per pupil for grades 1 to 3, and four textbooks per pupil for grades 4 to 6. In 2013-2014 the Royal Government has focused increased attention on providing foreign language teaching to primary school students from Grade 4 and above. This is mainly in preparation for the integration of Cambodia into ASEAN which is due to take place in 2015.

Table 2.6.10: TextbookPupil Ratio in Primary School

Grade 2010-11 2011-12 2012-13

Grade1-3 2.8 2.7 2.99

Grade 4-6 3.6 3.5 3.85

Source: Ministry of Education, Youth and Sports

2.6.11 Percentage of Schools with Drinking Water by Education Level

Access to clean water is unevenly distributed in schools across the country, with only 35.2% of preschools, 59.0% of primary schools, 38.7% of lower secondary schools, and 63.5% of upper secondary schools having access to clean water.

Table 2.6.11 shows that water shortages are more acute at the lower levels of education than at the higher levels. This is often because upper secondary schools tend to be located in more populated areas where access to water is not such a problem.

Table 2.6.11: Percentage of schools with access to clean water by education level


2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Preschool 31.4 33.8 36.7 32.5 31.7 30.2 33.7 41.2 43.3 42.9 43.9 40.5 37.2 35.2

Primary 19.6 20.8 22.8 28.4 32.6 38.8 43.5 64.9 64.2 65.2 66.1 60.2 58.5 59.0

Lower secondary 34.4 32.7 34.6 34.3 31.5 32.9 35.1 44.8 46.4 45.8 49.0 39.8 38.9 38.7

Upper secondary 42.1 46.4 49.7 51.4 56.1 54.7 57.9 79.5 79.0 77.7 77.5 65.4 63.4 63.5

Source:EMIS, MoEYS

2.6.12 Percentage of Schools with Toilets by Education Level

Table 2.6.12 shows that access to toilets in primary schools increased significantly from 30.9% to 82.5% between school year 1999-2000 and school year 2012-2013,yielding an increase of 51.6 percentage pointsover the 14-yearperiod. Meanwhile, upper secondary schoolssawanincrease from 85.0% to 97.9% over the same period,representing an increase of 12.9 percentage points.

Table 2.6.12: Percentage of Schools with Toilets by Education Level

45

Educational level 1999-

2000

2000-

2001

2001-

2002

2002-

2003

2003-

2004

2004-

2005

2005-

2006

2006-

2007

2007-

2008

2008-

2009

2009-

2010

2010-

2011

2011-

2012

2012-

2013

Preschool 35.9 37.7 43.3 43.9 40.3 41.5 44.9 47.2 46.8 45.3 46.3 26.7 24.9 24.7

Primary 30.9 34.6 40.3 48.3 58.6 65.7 69.4 75.3 75.7 77.6 79.3 78.0 80.2 82.5

Lower secondary 63.4 62.9 65.2 56.0 47.5 69.9 68.4 54.7 61.2 60.9 64.2 63.0 63.2 63.0

Upper secondary 85.0 87.4 90.2 93.4 92.5 93.1 93.7 93.6 96.5 94.8 94.0 95.8 97.7 97.9

Source:EMIS, MoEYS

2.6.13 Percentage of Education Budget Expenditure Against National Budget

In 2014, percentage of the national budget for the Ministry of Education, Youth and Sport rose to 16.20%, compared with the 2013 allocation of 15.52%. This represented a 20% increase in the amount of money and a 22% increase for personnel expenditure. The Royal Government reform aims to improve the living standards of teachers in order to encourage quality improvements in education.

Approximately 75% of the education budget is normally spent on salaries and about 82% of that amount is spent at provincial levels. Approximately 63% is spent on primary schools. The additional operating cost budget for disadvantaged schools has been increased.

2.6.14 Internal Efficiency and Learning Achievement of Primary School and Lower Secondary School Students

The flow rate in primary school students has experienced positive fluctuation, but requires additional efforts to reduce the repetition rate to below 10% and the dropout rate to below 5%. An analysis of the flow of Grade 1 to Grade 6 students shows that primary school students spend about 8.6 pupil years to complete primary school. This figure is still higher than the average of six years in which students are expected to complete primary school.

Results of the early grade reading assessment program for Grade 1 shown in figure 2.6.1 shows that the number students who were able to read syllables and texts with understanding increased at all grades over the period 2010-2012. The program began in 2011 at Grade 1, 2012 and 2013 at Grade 3. The results show that Grade 1 students ability to read with understanding increased by 14.75 percentage points. Similarly, improvements occurred for Grade 2 students, who increased their ability by 21.75 percentage points, and Grade 3 students, who increased by 26.50 percentage points. These results are beginning to show that student performance is improving due to the introduction of the early grade reading program. Meanwhile, the Ministry is trying out a diagnostic national assessment tool to gather representative data on students’ learning achievement.

Figure 2.6.1: Percentage result of literacy program for early grade in Primary

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Note: Test result (before program implementation in 2010 and after program implementation in 2012)

Source:Ministry of Education, Youth and Sport

2.6.15 Implementation of Teaching Hours in Primary School

In 2005, to improve the quality of education, reduce disconnects between the curriculum, the textbooks and the teaching hours available, the Ministry of Education, Youth and Sport, approved a new primary education curriculum. The number of teaching hours was standardized at 950 per school year. This is within the international standard of 850 – 1,000 hours per year.(UNESCO).

The new clear curriculum standards setting out what students are expected to know by the end of each grade level, helped to strengthen local inspections by the District training and monitoring team (DTMT) and also facilitate development of national diagnostic assessments. The first national assessment at grade 3 was carried out as a base line in 2012. A country wide grade 6 assessment was carried out in 210 schools covering 6,300 students in 2013 and the results are currently being analyzed.

A recent observation of actual teaching time delivered in a survey of three provinces showed that the average actual teaching time in all the school surveyed was only of 720 hours per academic year (Curriculum Development Department). Reducing in teaching time often occur due to adverse weather condition affecting poor rural areas where infrastructure is weak. This will improve over time as the Royal Governments expands infrastructure projects such as roads, health centres, flood relief barriers and provision of schools in each commune to enable all children to complete the basic education.

2.7 Summary

The Education for All National Plan is a baseline for measuring the progress of Cambodia toward education for all. The process of developing this plan is an opportunity for reflecting on the evaluation of Education for All in 2000 and reviewing the Education for All strategy in the context of national and international development work related to current information. This process also provides the Royal Government with an opportunity to consider the scenarios for resource infrastructure reform and partnership policy.

The Mid-decade Review of the Progress of Education for All in 2005 and the 2000 Report on the Assessment of Education for All in Cambodia shows the situational achievements and challenges to be resolved within the 6 EFA goals in the context of the history and progress of Cambodia. The 2000 Report on the Assessment of Education for All also includes data collected by the Ministry of Education, Youth and Sports mostly from the

Before implementation

After implementation





Grade 1 Grade 2 Grade 3

Reading Reading words with different first sound

Reading simple words and sentences

Reading texts and understanding their meaning

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education management information system. The significant results of the report on the assessment of Education for All are summarized as follows:

1. Progress towards achieving the goal of education for all is slow, particularly at the early childhood education formal preschool level. The program for 0-3 year-old pupils was not specifically defined and constitutes only a very small scale.

2. Normally, rural areas gain few benefits from education and the educational index is relatively low. Learning achievement is low particularly in remote areas; the rate of female students dropping out of school is higher than for male students.

3. Literacy and non-formal education is not fully focused on. Moreover, the existing program is still limited in terms of both contents and coverage.

4. Education and vocational training are only provided in urban areas. The training currently provided is not always attractive to young people. The skills acquired through training do not always meet labor market needs.

5. The gender parity index meets the regional standard due to the efforts of the Royal Government and support from development partners and other stakeholders.

6. The quality of basic education is generally low and access to quality education is limited. Those who live in remote and mountainous areas, the poor and indigenous people, as well as persons with disabilities still have limited educational opportunities.

3. The EFA Strategy Review and Sector Management 3.1 Assessment of Education for All Strategy 3.1.1 Early Childhood Care and Development (ECCD) As shown in the section on Early Childhood Education, participation in both formal and non-formal early childhood activities has increased steadily from 2000–2013 especially during the period 2010–2011. Early childhood education plays a fundamental role in the Government plan to improve the quality and effectiveness of its education system. The importance of ECCD is highlighted in a number of key documents including The Education for All National Action Plan 2003–2015, the Education Strategic Plan, and the National ECED policy. Other key documents and institutionalized activities underlying the importance of ECED to the education sector include the following:

Governance 1. National policy on Early Childhood Care and Development

2. Prakas on the rules and regulations for public preschool

3. Instructions on the operation of public preschools and primary schools

4. Drafted result-based monitoring and evaluation system for the early childhood education subsector

5. Drafted principles and instructions on the operation of preschool resource centers, community preschools, home-based programs, parental education manual on care, nutrition education, child protection, using health services, pregnant women and children under 2 years of age.

Coordination 6. Royal Decree on the Organization and Functioning of the National Committee for

Early Childhood Care and Development (NCECCD) which is an inter-ministerial coordination mechanism for ECCD.

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7. Instruction on the implementation of the functions of the commune/sangkat committee in charge of women’s and children’s affairs in developing maternal health, community preschools, hygiene, gender equality and child protection in communes/sangkats (in cooperation with National Commission for D&D).

Quality assurance 8. Early learning development standards (ELDS) for children aged 3, 4 and 5 and

Curriculum for 5-year-old children.

9. ECD Resource book.

10. 8-week education program for children who did not attend preschool.

Financing Program 11. Expanded early childhood education services in all forms and in all places,

particularly in areas where school attendance and the achievement rate is low, the dropout rate is high, and where nutrition levels, child protection and using health services are low.

12. Strengthened and expanded community bilingual preschools for indigenous areas.

13. Expanded the integrated study program for children with disabilities in formal and community preschools.

14. Provided information on nutrition and increase information on health in the preschool sub-sector.

15. Provided quality inputs and technical support to public and community preschools and standard home based education programs (skills improvement for teachers, study programs, physical and health education programs, teaching and learning materials).

16. Developed pre-school teacher training standards to be used as the basis of the pre-school teacher training system.

3.1.2 Universalization of Primary Education The Ministry of Education, Youth and Sports has made every effort to collaborate with all relevant stakeholders, including development partners, communities and the private sector in the development of its primary education system. The National Child Friendly School policy, ( 2007)The Education Strategic Plan ( 2014 – 2018), the National Education for All Action Plan 2003 – 2015, other key documents and institutionalized activities underlying the importance of primary education to the education sector include the following:

Governance 1. Improved the effective implementation of the duties and responsibilities of

schools, teachers and students through the monitoring and evaluation of students’ learning achievements and the provision of timely support.

2. Increased public financial accountability and the responsibility of educational institutions in the use of budget and decisions about programs.

3. Strengthened leadership and management at school level to ensure professionalism and responsibility in school operation.

Coordination 4. Promoted the involvement of the private sector and communities in the

development of education and physical education and sport at all levels of education, particularly all sub-national administration committees and councils.

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5. Strengthened management, the development of planning, implementation, monitoring, and reporting based on the results and in accordance with good governance and sub-national democratic development policy.

Quality assurance 6. Developed a Policy and master plan to use the child friendly school program for

basic education.

7. Developed Documents supporting the implementation of all six child friendly school program components.

8. Implementation of early grade reading assessment.

9. Initiated a promotion test at the start of the school year for students who failed the test at the end of the previous year.

10. Decentralized the delivery of the curriculum to comply with real situations at local level.

11. Improved the curriculum for primary schools by making it standards based so that it is easier to assess learning achievement.

12. Prepared a school quality assurance framework.

13. Improved the quality of teacher training.

Financing program

14. Implemented a scholarship and school meal programs.

Experimental Lesson: School Meal Program

The Ministry of Education, Youth and Sports, in cooperation with the World Food Program and stakeholders in the community Provided school meal to pupils at Samraong primary school in Samraong Kang Rei village, KompongLeng district, KompongChhnang province. The schools has received the breakfast program since school year 2007-2008.The program provided breakfast to students according to the nutritional standards of the World Food Program. The provision, includes rice, canned fish, vegetable cooking oil with added Vitamin A, bean nutrient and iodized salt. The local community also helped with the construction of the kitchen and provided the kitchenware, firewood, coal, vegetables and other ingredients to facilitate the program.

From the 2007-2008 academic year to the present Samraong Primary School has enrolled 95.24% of6-year-old children, has a 1.95% absentee rate, a 3.50% drop-out rate, and a 90.05% class promotion rate. The community, teachers and children in the local area are very happy with the program because it is really helping children to attend school regularly, and to do well at school as well as help reduce the expenses of poor families.

Little girl ChhoeungSaren: “School meal helps me to think well and learn quickly in class.”

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15. Implemented the school improvement grant program. This program allows schools to access additional funds to spend on items which are justified in their annual school improvement plans.

16. Implemented in-service and pre-service teacher training programs to identify and assist children with disabilities.

17. Provided bilingual education for children in ethnic communities.

18. Provided accelerated learning programs to assist over-age students to complete their nine years of basic education.

19. Increased the mobilization of children to attend primary school, particularly disadvantaged children (by means of providing poor pupils with scholarships and nutrition at primary school).

20. Developed infrastructure, by completing incomplete schools, establishing new schools, and providing more materials.

21. Increased the use of health services to improve all heath education services in primary schools.

3.1.3 Learning and Life skills for youth and adults

Quality assurance

1. Developed a technical education curriculum for secondary education.

2. Increased skills education, entrepreneurship and leadership skills for youth.

3. Updated curriculum standards in local life skills, alternative vocational training, and foreign language programs to be ready to enter into the ASEAN socioeconomic integration in 2015.

Financing program

4. Developed youth management centers.

5. Provided reproductive health education, HIV/AIDS prevention and other infectious diseases.

6. Promoted social and personal safety skills.

7. Promoted voluntary activities among the youth.

8. Raised awareness of the dangers of drug abuses, mines, and explosives.

9. Provided education and training which helped to prevented from human trafficking and smuggling.

10. Raised awareness of climate change.

11. Provided scholarships for students and vocational skill learners.

12. Equipped schools and community learning centers with facilities and materials in accordance with the standards.

3.1.4 Adult Literacy

Governance

1. Improved efficiency of private school management.

2. Developed a non-formal education information management system.

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Coordination

3. Provided mechanisms for supporting non-formal education programs in factories, enterprises and farms.

Financing program

4. Expanded the coverage of the literacy program, particularly in areas where there are many illiterate people and in disadvantaged areas.

5. Expanded and strengthened the operation of community learning centers, re-entry programs, non-formal education equivalency and post-literacy programs.

6. Accelerated literacy programs in cooperation with development partners.

3.1.5 Gender Equality and Equity

Coordination

1. Increased awareness of gender among the community and relevant parties.

2. Strengthened cooperation with development partners and line ministries/institutions.

Quality assurance

3. Improved methods of encouraging children to attend schools with a focus on girls.

4. Increased numbers of female leaders at all levels in the education system.

5. Strengthened and expanded Girl counseling programs inschools and educational institutions.

Financing program

6. Built dormitories and provided health services for female students.

7. Increased the number of scholarships for female students and teacher trainees from poor,disadvantaged and remote areas.

8. Improved and updated the general education curriculum and teacher training curriculum focusing on gender equality and equity.

Girl Counseling Activities Snay Pol Primary School is located in the Pea Raing district, Prey Veng province. This school established a Girl counseling program in 2010-2011. The Girl counseling program was developed to help with problems in both the school environment and in teaching and

learning. All issues pertaining to females, such as violence, grade repetition, and the school drop-out rate have subsequently been reduced to a minimum. This is due to cooperation, the attention of management, local authorities, and other committees, particularly

through the Girl counseling program: - There is clear plan and direction for implementation. - Defined targets and causes of children, particularly girls, dropping out of school.

- A meeting program with school principal and disadvantaged girls on a regular basis.

- There is good relationship with teachers, community and guardians of disadvantaged students.

- Information on the needs of girls is collected at the beginning of each year.

- Guardians of disadvantaged girls are visited regularly to ask after them and help resolve problems.

- Consultations take place with all disadvantaged children. - Peer support is in place to help with initial problem solving. - Visits to disadvantaged girls at their houses at least twice ayear to

understand their challenges and help them with solutions. - Monthly reporting to the school principal and local authority on the

activities, results achieved by Girl counseling, particularly the challenges of girls to request assistance to solve problems as required.

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Learning achievement

No. Grade Learning effectiveness

Before the existence of girls counseling After the existence of girls counseling

2009-2010 2010-2011 2011-2012

Total Female Total Female Total Female

1 1st

Number of students 162 69 124 51 142 51

Promotion rate 80.24 86.95 83.87 100.00 92.25 86.27

Repetition rate 19.75 13.04 16.12 0.00 20.42 13.72

Drop-out rate 0.00 0.00 0.00 0.00 0.00 0.00

2 2nd


Promotion rate 76.92 81.70 83.21 80.64 78.46 90.62

Repetition rate 16.66 10.97 16.78 19.35 20.00 9.37

Drop-out rate 6.41 7.31 0.00 0.00 0.00 0.00

3 3rd


Promotion rate 93.84 95.45 92.53 93.05 97.50 100.00

Repetition rate 6.15 4.54 7.46 6.94 2.50 0.00

Drop-out rate 0.00 0.00 7.46 4.16 0.00 0.00

4 4th


Promotion rate 93.33 92.72 95.27 98.46 94.48 97.10

Repetition rate 5.00 5.45 0.78 0.00 5.51 2.89

Drop-out rate 1.66 1.81 3.93 1.53 0.00 0.00

5 5th


Promotion rate 88.97 85.18 90.08 96.07 96.87 100.00

Repetition rate 7.08 9.25 9.09 7.84 3.12 0.00

Drop-out rate 3.93 5.55 0.82 1.96 0.00 0.00

6 6th


Promotion rate 100.00 100.00 100.00 100.00 94.23 95.55

Repetition rate 0.00 0.00 0.00 0.00 3.84 0.00

Drop-out rate 0.00 0.00 0.00 0.00 0.00 0.00

Source: Pea RaingDistric Education, Youth and Sports office

3.1.6 Education Quality Governance

1. Developed a monitoring and evaluating system to measure outcomes of the education sector

2. Improved task implementation and responsibility of schools, teachers, and students through the monitoring and evaluation of student’s learning achievement, and providing timely support

Quality assurance 3. Developed education quality assurance and quality standards in teacher training

institutions. 4. Improved curriculum at all levels and provided textbooks. 5. Developed the capacity of teachers and school principals by providing training. 6. Promoted quality improvements in reading and writing at Grades 1, 2 and

3.through provision of an early grade reading program. Financing program

7. Supported technical assistance to schools by the district training and monitoring teams.

8. Used information technology to promote education and life-long learning. 9. Piloted full day teaching and learning programs in target primary schools.

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3.2 Enabling Factors and Constraints

3.2.1 Early Childhood Care and Development

3.2.1.1 Enabling Factors

However despite the excellent progress as detailed in the sections above, there are a number of bottlenecks and challenges which need to be resolved and overcome; Key EFA policies and strategies have been reflected in the Education Strategic Plan 2001-2005 and following plan. All policies, strategies, policy actions, programs and sub-programs are linked to form a comprehensive approach to the development of the sector.

1. National Policy on Early Childhood Care and Development.

2. Prepared a parental education manual, linked to all early childhood education services (nutrition, care giving, and using health services, care of pregnant women, and families with children under the age of two).

3. Increased participation of communities, parents or guardians of children through the expansion of early childhood education services in all forms, particularly in rural areas.

4. Provided national budget to primary schools as a priority. 5. Provided program budget to schools to help eliminate obstacles to school

attendance. 6. Implemented a scholarship and nutrition program in cooperation with development

partners.

7. Cooperation with the community and local authorities in education.

8. New communication infrastructure creates easier access to schooling.

9. Skills required by the labor market.

10. NearyRattanak Strategic Plan, focusing on the expansion of opportunities for women is in place.

11. There is a gender mainstreaming strategic plan in education.

12. Access to Global initiatives which focus on quality of education.

13. The will of the Royal Government to reform quality of education.

3.2.1.2 Bottlenecks


Enabling factors early childhood care and development have been increasing but the sector is has yet to meet all the needs because:

1. Early childhood education services do not yet cover the entire country. This leads to low participation of children especially children in remote areas, indigenous children, children frompoor family and children with disabilities.

2. Expansion of ECCD programs has not yet been regarded as an investment priority despite the fact that it is the foundation for ensuring children enrolls in subsequent educational grades.

3. A private sector service is only available for children from rich family in urban areas.

4. Limited ability to include pre-school education for five-year-old children in primary schools.

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5. Ability to provide training on early childhood care, nutrition education, and using health services has not yet been considered as priority.

6. Cooperation between relevant institutions has not yet been effective enough to expand the sector.

3.2.2 Universalization of Primary Education

1. Migration of parents to seek job opportunities means that children often drop out early.

2. Annual flooding renders some primary schools unable to start promptly according to schedule and planned study programs.

3. Children live far away from school and incomplete schools are likely available in remote and disadvantaged areas.

4. Poverty, malnutrition, health problems, and disability are prevalent among school age children particularly in remote or disadvantaged areas.

3.2.3Learning and Life Skills of Youth and Adult and Adult Literacy

1. Most learners are from remote and disadvantaged areas and do not have the ability and capacity to earn a living. Even when they are trained it is difficult to find a job.

2. There is a lack of competent vocational teachers.

3. Competent vocational teachers often expect remuneration exceeding the standards provided by the program budget.

4. Many People in rural/ remote areas, those from disadvantaged and indigenous groups have poor literacy skills.

5. Some programs do not attract people who might most benefit from them.

6. Limited capacity of officials at both national and sub-national levels in developing plans for implementation and monitoring activities in non-formal education.

7. Lack of resources and mechanisms to facilitate relevant partners to carry out non-formal education activities.

3.2.4. Gender Parity and Equity in Education

1. Traditional views of the role of girls.

2. Negative behavior toward gender equity.

3. Lack of gender responsive physical resources.

4. Poverty and long distances to upper and higher education affect learning opportunities for rural girls.

3.2.5 Quality of Education

1. The dropout rate is still high.

2. Limited investment in education quality reform.

3. Limited qualifications of teachers.

4. General lack of attention of parents and guardians to the students’ learning.

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3.3 Lesson learned

1. Most public preschools are available only in urban areas, but community preschools take part in mobilizing children in areas where schools are unavailable or located far from public preschools. Class and teacher preparation is responsible by the communities. In the future, the commune council will play a role to increase expenditure on ECCD as share of commune investment fund and other sources.

2. The Early Childhood home-based education program is not costly and produces good results for educating parents or guardians along with their small children at home. This program has support from and cooperation with institutions, communities, and local authorities. The regular training, monitoring and evaluation exercises will contribute to increasing of quality of home-care giver and at home-based activities. Seeking support from Ministry of Health and the World Food Program to provide nutrition support at nursery’s and food security and nutrition supported at preschool level.

3. Students from poor family who are provided with scholarships come to school more regularly than when they were not granted scholarships. An experimental Scholarships program for primary students provided to a target group with scholarships based on either merit or poverty according to the poverty index. The MoEYS has to decide whether the tradeoff between poor and merit based students will continue in the next phase. In the future, scholarship program will extend to upper secondary and students from grade 4 to 6 of primary education.

Cash Scholarship Program Testing Lesson

Since the 2011–12 school year, the Ministry of Education, Youth and Sports, andthe World Food Program established a cash scholarship program for primary school

students from grade 4 to grade 6, particularly boys and girls from poor families in areas with high rates of school absenteeism and poor study results due to the fact that they go to work with their parents for money to support their daily lives.

To thank the World Food Program, the management of

the Ministry of Education Youth and Sports, and relevant

parties went to talk with a group who were granted cash

scholarships at primary schools in KompongSvay district, Kompong Thom province.

This program provided 50 US dollars in cash to each student and paid them in three

phases each school year through the bank in their local area.

Children receiving the scholarships went to school regularly and did well in school

compared with other students. The community, teachers, and students’ parents were very

satisfied with this program because it helped reduce the expenses for their families, especially poor families, and encouraged the children to go to school regularly and to do well at school.

H.E Minister of Education, Youth and Sports: “How do you feel receiving this money?”

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4. Teachers pay more attention to their teaching when a system is put in place to measure student performance. A system has been developed using questionnaires related to the students’ studies and questionnaires for interviewing relevant parties related to the students’ studies, which will facilitate relevant parties in assisting teachers’ teaching and students’ learning.

5. Schools gaining the full support of communities are able to achieve rapid development and ensure full enrollment, as well as effective teaching and learning.

6. All educational strategies and programs that focus on and prioritize women have contributed to promoting gender equality in education.

7. All relevant parties, particularly the management of the Ministry of Education, Youth and Sports have made great efforts to help schools in time of crisis such as flood, and this is a driving factor that continues to encourage staff to perform their duties well.

Lesson Learned: Intervention during Emergency

ChbarAmpov Primary School is located in ChbarAmpov village, ChbarAmpov commune,

Batheay district, Kompong Cham province. It is one of the primary schools in the Kingdom of

Cambodia that is almost always flooded at the beginning of the school year when the river

overflows. As a result, the Ministry of

Education,Youth and Sports disseminated

a document onthe minimum study program

during the event of emergency situation,

flood and chronic crisis.His Excellency the

Minister of Education, Youth and Sports,

accompanied by many people inthe ministry’s

management, went to inspect the temporary

teaching and learning location in ChbarAmpov

village in the above commune, district, and

province, meeting with the officials of Save the

Children International,the local education

authority, school principal, teacher community,

students’ guardians, and students who were

studying under a villager’shouse that was a safe

location for study.

This kind gesture of the management of the Minister of Education, Youth and Sports and

their colleagues in visiting the location and talking with the principal, community teachers

and students in the emergency situation motivated the education officials and relevant parties

to perform their respective duties more effectively and with a high sense of responsibility.

8. Having documents on the minimum study program during the emergency, flood and chronic state of crisis has inspired the teachers and relevant parties to actively take part in providing a location, materials and means to enable students to have a temporary learning space during floods in their local area.

His Excellency the Minister of Education, Youth and Sports and management team

on their visit to inspect a temporary teaching and learning location .

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Lesson Learned: Organizing Classes during a Flood ChbarAmpov Primary School is located in ChbarAmpov village, ChbarAmpov commune, Batheay district, Kompong Cham province. It is one of the schools located near the Mekong River which always suffers from the Mekong flood at the beginning of the school year. This incident is a concern to the Royal Government of Cambodia, especially the Ministry of Education, Youth and Sports, which is seeking partners to provide resources and technical support to enable schools like this to stay open, just like other primary schools in the Kingdom of Cambodia. In the 2007–2008 school year, the Ministry of Education, Youth and Sports, in cooperation with UNICEF, developed a minimum study program during the events of emergency, flood and chronic crisis, and disseminated this document to education officials of all levels and relevant partners, so that they understand and are able to implement it during flood incidents to facilitate the study of the students, enabling them to continue to learn just like those in other schools that are not suffering from any crisis. Understanding this problem, at the beginning of most school years, nearly all schools located adjacent to the river make preparations to identify safe places for the students to study in temporarily, while waiting until the water recedes to return to study in their usual classes.

The implementations of the above strategies have made a significant contribution to progress towards achievement of EFA goals. The valuable lessons learned will support future progress.

Key progresses include the increase awareness of education importance and child rights. The provision of school meal, improvement of in and outside classroom environment to improve enrolment, the focus on inclusive education for children with disabilities, student from poor families, orphan and bilingual education for ethnic minorities, have contributed to improvement of access to education, The focus on dissemination, community movement and capacity development for community, local authority, parents, guardians, early child care giver also contributed to successful education development.

4. Emerging Challenges and Priorities of the Royal Government

4.1 Challenges


1. Expansion of education and child care for children age 0 to under 6, especially children from poor families, indigenous groups and children with disabilities, by provide priority to community and home-based ECE.

2. The expansion of community-based preschools faces difficulties in rural areas due to a lack of teachers and physical infrastructure.

3. Improve quality of early childhood education, care and nutrition program and increase usage of health services for children aged 1 – 6 years.

4.1.2. Universalization of Primary Education

1. Ensure access to schools and completion of the basic education for all.

2. Equipping primary and secondary students with life skills according to competency framework for 21st century.

3. Raising education quality to compete with ASEAN and international standards especially in the teaching of Mathematics, Science, Languages and ICT.

Picture of teaching and learning activities at temporary location because their

school is flooded.

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4. Providing all necessary equipment and materials to all public and private primary schools.

5. Improvement of Management and Leadership at school level.

6. Development of primary schools to become advanced CFS schools.

4.1.3 Learning and Life Skills for Youth and Adults

1. Ensuring that youths and adults have the specific technical and critical thinking skills needed to respond to the labor market.

2. Ensure measurable improvements in learning outcomes in literacy, numeracy and life skills.

3. Development of fully operated CLCs and provision of life-long learning services based on the CLC management and leadership manuals.

4. Ensuring all citizens have access to life-long learning services.


1. Creation of distance learning programs to increase of teaching professional careerdevelopment.

2. Strengthening the NFE network to ensure that all adults have access to literacy services.

3. Encouraging teachers and students in NFE programs.

4. Strengthening monitoring, evaluation and performance capacity of NFE programs.

4.1.5 Gender Parity and Equality

1. Encouraging girls to access to education .

2. Reducing gender gap between girls and boys by means of their schooling Empowering women in decision-making.

4.1.6 Quality of Education

1. Development of education quality assurance framework.

2. Development of school standards at all levels and TTCs.

3. Development of teacher professional standards.

4. Improve efficiency of school principals and teachers’ performance.

5. Development of student assessment standards.

4.2. New National Policy Direction in Socio-economic Development in Light of the Recent Development and Emerging Challenges

The Royal Government focuses attention on development of human capital that will ensure competitiveness in a more open regional labor market through: 1) Investing in Education to equip workers with skills and high productivity to meet market demands and increase added value. 2) Developing legal instruments to ensure good governance 3) Increasing the number of school buildings and vocational institutions to increase access from pre-school to tertiary levels. Encouraging the private sector to develop public/ private partnerships, especially at Higher Education level. 4) Strengthening thefocus onimproving scientific research, technology, and innovation in education. Support for the teaching of Science Technology Engineering Arts and Mathematics.

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4.3. Implications for Future Education Development

1. Raising awareness of the benefits of parental education and the value of ECED has led to an Early Childhood Care and Development Expansion Program. This has resulted in an 80% increase in participation / enrollment rates in early childhood education including community-based preschools, home-based and public and private preschools.

2. Building new schools and upgrading primary schools to enable them to offer all 6 grades has increased access to basic education. This has led to a Basic Education Expansion Program that encourages all children to attend primary school and then transfer to secondary. In order to meet the needs of the increased number of students the new basic education teacher status has been mainstreamed and more money is being planned to, provide support for teachers, text books and library facilities, training for school principals, science laboratories, computer rooms, foreign language study rooms and workshops.

3. An Education and School Quality Assurance System Development Program is being initiated for preschool, primary schools and secondary schools. A quality framework and tools; capacity development for supporting schools and teachers to achieve the quality standards; development of a responsive curriculum with sufficient study materials, and excellent teaching are all ongoing.

4. A National and International Students Performance Evaluation System Strengthening Program, will be needed in order to measure student performance to ASEAN and international standards in the future. The evaluation system requires continuous improvement in class tests and national exams; national exam reform and preparedness for participation in the international students’ performance evaluation program.

5. Scholarships extension to all primary, lower and upper secondary school children who need them, focusing on the determination of target groups, program monitoring and evaluation.

6. A Technical and Vocational Education Expansion Programs to improve the quality of technical and vocational education.

7. For the Literacy and Life-long Learning Program, initiate the implementation of a non-formal education equivalency program in order to ensure students at all level receive the critical thinking and other fundamental, transferrable skills which are vital to a fast growing and diverse economy.

4.4 New Visions of Education toward and Beyond 2015


1. Increase school enrollment in all aspects of ECE programs from 6% in 1999 to 75% in 2015.

2. Increase the participation of children in community health programs, nutrition, quality development and education of children from birth until school age.

3. Promote the readiness of Cambodian children to attend school at the age of 6.

4. Develop a national action plan on early childhood care and development in 2014

5. Develop guidelines on the management and operation of preschool resources centers in 2014.

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6. Review curriculum for public preschool, community-based preschools and home-based program in 2014.

7. Develop principles for increasing the preschool teacher training framework for 2104.

8. Review roles and functioning of early childhood education at sub-national level for 2014.

9. Develop a good governance policy for preschool institutions for 2014.

10. Develop guidelines on the management and operation of community-based preschools and home based programs in 2015.

11. Develop instructions for the private sector, farms, and large enterprises, encouraging them to participate in all forms of early childhood education.

4.4.2 Universalization of Basic Education

1. Ensure that by 2030, all children, particularly girls and boys living in disadvantaged circumstances, and children of indigenous groups receive and achieve a full 9 years if basic education in free and quality primary schools.

2. Eliminate gender disparity at primary and secondary schools by 2015, focusing attention on ensuring that girls have full and equal access to education, and achieve quality basic education.

3. Improve education quality, especially in terms of literacy, mathematics and skills necessary for earning a living.

4. Improve internal efficiency of basic education through reducing repetition rates at early grades of primary education, dropout rates at higher grades of primary education and lower secondary education.

5. Expand the scope of school meal program at primary schools.

6. Encourage teaching of foreign languages for primary schools from grade 4

7. Develop an education quality assurance framework at school level.

8. Pilot full day teaching and learning.

9. Improve construction and equipment of facilities at education institutions to meet the primary school quality standard.

10. Revise the primary curriculum and conduct regular review.

11. Develop an action plan for the implementation of the teacher policy.

4.4.3 Learning and Life Skills for Youths and Adults

1. Ensure that the learning needs of all youth and adults are met through equitable access to appropriate learning and vocational skill trainings (life skills).

2. Improve all aspects of education quality and ensure an excellent quality at all aspects for all citizens with measurable and recognized learning achievement especially literacy, number and life-skills.

3. Disseminate the policy on life skills and life-long learning.

4. Increase dissemination and cooperation with development partners, line ministries, and relevant stakeholders.

5. Build sufficient school buildings and community learning centers for remote areas.

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6. Increase the transfer of power to cities/provinces/districts/khans to manage life skill services.

7. Revise guidelines on the leadership and management of community learning centers.

8. Ensure quality study for youths and adults enabling them to acquire specific life skills in response to labor market demands.

9. Promote community learning centers to operate fully and provide lifelong education.

10. Promote the rights of every person to access continuing education.


1. Strengthen and improve non-formal education activities and programs.

2. Increase youth voluntary activities into NFE program and community development

3. Update curriculum and text books to suit the target groups.

4. Strengthen the implementation of instructions on non-formal education.

5. Strengthen monitoring, evaluation and capacity to carry out non-formal education work effectively.

4.4.5 Gender Parity and Equality

1. Encourage female students to participate in education equally with males.

2. Reduce gender disparity between male and female students through supporting the gender programs provided by relevant parties.

3. Inspire women to participate in decision-making.

4.4.6 Quality Education and relevance

1. Improve teaching and learning activities through the implementation of CFS policy at primary and secondary school for quality improvement and implementation of student dropout prevention program.

2. Improve learning environment through revising staffing norm at primary and secondary education.

3. Assess student achievement through conducting a sustainable national standard test for grades 3, 6, and 8.

4. Increase more investment in education sector for improving quality inputs and implement school self-assessment as a strategy to improve education quality. The schools may reflect on their performance through an annual self-assessment report.

5. Develop result-based monitoring and evaluation system.

6. Implement the Child Friendly School Program Policy at primary and secondary level to improve education quality.

7. Encourage primary school teachers holding upper secondary certificates with significant experience to attend training courses at RTTC to become lower secondary teachers.

8. Build capacity for school principals and technical team leaders to improve efficiency and quality education.

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4.5 Post-2015 New Vision

To define the post-2015 education agenda, we must look at what has been achieved since 2000, and try to finish the incomplete tasks.

The following principles will be applied in future education agendas:

1. Education is the foundation of human rights and is linked to other rights.

2. Education is public goods. In principle, the state maintains education as a public service. Meanwhile, civil society, community, parents and other relevant stakeholders are also key actors in providing a quality educational service.

3. Education is the foundation for full humanity, peace, sustainable development, gender equality and is the responsibility of people in general.

4. Education is a key factor contributing to the reduction of gender inequality and poverty through the provision of enabling factors and opportunities leading to improved lives and sustainable development.

To successfully implement the above principles, the future priorities of the Royal Government are as follows:

1. Develop early childhood education to build the foundations of education.

2. Promote youth and adult literacy.

3. Recognize the key roles of the teachers in improving the quality of education.

4. Pay more attention to life skills and to the promotion of education for sustainable development and citizenship in general.

5. Conclusion and Recommendations

Through implementation of EFA National Action Plan, positive and remarkable progress has been made on Early Childhood Care and Development, Universalization of Primary Education, Gender Parity and Equality goals, which are likely to be achieved by 2015. Meanwhile, more focus is needed on learning opportunities for youths and adults life skills, adult literacy, and improving quality goals for Education.

The Royal Government of Cambodia values “human capital” development greatly. This is demonstrated by increasing the budget for education in 2014 to motivate and develop teachers’ capacity and to ensure equitable access to good quality education. With help from the private sector, support from development partners, and funding from the Global Partnership for Education will be used effectively in order to contribute to achievement of EFA goals. At the same time, the MoEYS needs to prepare young people to enable them to take full benefit from both ASEAN integration and global opportunities by focusing on development of key skills which include literacy, numeracy, science, arts and critical thinking.

5.1 Recapitulation of Major Findings and Conclusions

Key priorities for the development of Cambodia’s future education will focus on:

1) Improving equitable access to education for all children, youth, and adults from ECE to higher education levels.

2) Promoting the quality of education at all levels which have been included in the post-2015 education agenda.

3) Providing equitable opportunity and special attention to marginalized children.

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4) Focus on Gender equality.

5) Life-long learning is a key principle for the post-2015 education agenda, providing opportunities for broad and flexible life-long education opportunities, whether formal or non-formal, through the use of information, communication and technology (ICT) to build a new life-long learning culture.

5.2 Key Directions and Recommendations for the Future Education Development

1) Increase access to pre-school education services in rural and remote areas.

2) Encourage support for and cooperation with institutions, communities, and local authorities to expand Home-based education programs as they are not costly and produce good results by educating parents or guardians at home along with their children. Create a national basic education scholarships policy to ensure that all children have equal access to basic education.Students who received scholarships attended school more regularly than those who were not scholarship recipients.

3) Introduce a national diagnostic assessment program;teachers pay greater attention to teaching students when they know that the student’s results will be carefully monitored and performance will be measured.

4) Continue to encourage community and parental support to schools. Schools which gain the full support of their communities are able to achieve rapid development and ensure full enrollment, as well as effective teaching and learning.

5) Maintain and develop initiatives and interventions to reinforce the need for gender balance and equality all levels of education.All educational strategies and programs focusing on and prioritizing women have contributed to promoting gender equality in education.

5.3 New Directions for the International Community for the Education Development and Cooperation

1) Enhance inclusive education.

2) Strengthen the roles of all stakeholders in achieving each goal of EFA.

3) Link the achievement of EFA goals to MDGs.

4) Implement pro-active dialogue on strategy and program design in order to define mutual supportive and collective approaches.

5) Solve resourcing issues through local co-operation or with UNESCO combined resources.

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Annex1

Figure2.2.4 Net Enrollment Rate

Source:EMIS , MoEYS

Net enrollment rate at primary/total Net enrollment rate at primary/femal Net enrollment rate at primary/mal

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Annex2

Figure2.2.5 Repetition Rate by Grade

Source:EMIS , MoEYS

Annex3

Grade1 Grade2 Grade3 Grade4 Grade5 Grade6

Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal

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Figure2.2.6 Dropout Rate by Grade

Source:EMIS , MoEYS

Grade1 Grade2 Grade3 Grade4 Grade5 Grade6

Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal Total Femal

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Annex4

Note: A complete primary school is a school consists of 6 grades i.e from grade 1 to grade 6. The school has library and toilets, and suitable-size way for disabled children. Moreo-ver, the complete school is equipped with appropriate tables and chairs for students. Since 2010, pre-school class has been attached to a new-built complete primary school. Where-as, incomplete school is a school consists of less grades than 6 grades and the school has no library and toilet or if there is, the toilet is not appropriate to use.